mm 



Uniform Course of Study 



FOR THE 



Commissioned, Certified 

and 

Accredited High Schools 

Of Indiana 



Iisned by the Department of Public Instruction 

CHAS. A. GREATHOUSE 

Strt. SiverintondoBt of PoWic Imtnietioa 



1911-1912 



Uniform Course of Study 



FOR THE 



Commissioned, Certified 

and 

Accredited High Schools 

Of Indiana 



Adopted by the State Board of Education 

AND 

Published by the Department of Public Instruction 



CHAS. A. GREATHOUSE 

State Superintendent of Public Instruction 



1911-1912 



INDIANAPOLIS: 

\Vm. B. Burford, Printer and Binder 
1911 



CONTENTS. />,\^ V 



\ - PAGE 

State Board of Education 3 

High School Standards 5 

Accrediting the Work Done in Non-Commis- 

sioned High Schools 8 

Course of Study 9 

Notes 10 

English — 

Literature 11 

Composition 14, 19 

Alternate Course in English 16 

Grammar 23 

History and Civics — 

History of Greece and Rome 26 

Mediaeval and Modern History 27 

American History 28 

Civil Government 28 

Language — 

Latin 33 

German 36 

French 38 

Greek 39 

Mathematics — 

Algebra 39 

Geometry 42 

Commercial Arithmetic 44 

Science — 

Botany 47 

Zoology 50 

Physics 52 

Chemistry 56 

Physical Geography 58 

Commercial Geography 60 

Geology .; 62 

Agriculture \.. .[ 64 

Music :-; 70 

Drawing 77 

Commissioned and Certified High Schools 79 

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u 

^ STATE BOARD OF EDUCATION. 

^ " 

1911. 
<^ 

^ CHAS. A. GREATHOUSE, President. 

^ State Superintendent of Public Instruction. 
Indianapolis. 

W. W. PARSONS, Secretary. 
President Indiana State Normal School, Terre Haute. 

THOMAS R. MARSHALL, Governor. 
Indianapolis. 

WILLIAM L. BRYAN, 

President Indiana University, Bloomington. 

W. E. STONE, 
President Purdue University, Lafayette. 

GEO. H. TAPY, 

Professor of Education, Wabash College, 
Craw^fordsville. 

R. L. KELLY, 

President Earlham College, Richmond. 

J. N. STUDY, 
Superintendent Fort Wayne Schools, Fort Wayne. 

J. H. TOMLIN, 

Superintendent Evansville Schools, Evansville. 

C. N. KENDALL, 
Superintendent Indianapolis Schools, Indianapolis. 

J. C. WEBB, 
Superintendent Johnson County Schools, Franklin. 



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HIQH SCHOOL STANDARDS. 



THE LAW. 

(Approved March 9, 1907. In lorcc April lo. P.IOT.) 

Common Schools Dehiied — High school courses. 
1. The public schools of the State shall be and are 
defined and distinguished as (a) elementary schools 
and (b) high schools. The elementary schools shall 
include the first eight (8) years of school work, and 
the course of study for such years (that) which is 
now prescribed or may hereafter be prescribed by 
law. The commissioned high schools shall include not 
less than four (4) years" work following the eight 
years in the elementary schools. The high school 
course in noncommissioned high schools shall be uni- 
form throughout the State and shall follow a course 
to be established and amended or altered from time 
to time as occasion may arise, by the State Board of 
Education. 

High School Studies. The following enumerated 
studies shall be taught in all commissioned high 
schools throughout the State, together with such 
additional studies as any local Board of Education 
mi\y elect to have taught in its high school : Provided, 
That such additions shall be subject to the revision of 
the State Board of Education. Mathematics: Com- 
mercial arithmetic, algebra, geometry. History: 
United States, ancient, medieval or modern. Geogra- 
phy: Commercial or physical. English: Composi- 
tion, rhetoric. Literature : English, American. Lan- 
guage (foreign) : Latin or German. Science: Biol- 
ogy, physics or chemistry. Civil government : Gen- 
eral, state. Drawing. Music. 

ACTION OF STATE BOARD OF EDUCATION. 

In harmony with the provisions of the above law, 
the State Board of Education has authorized the in- 

2—27341 (5) 



G 



troductioii of Agriculture, Mauual Traiuing, Sewiug, 
Cooking, Domestic Science and Domestic Economy 
into the noncommissioned liigli sclaools of tlie State 
and lias approved their introduction into the commis- 
sioned high schools. 

High Schools. 

I. Commissioned. Commissions are issued by the 
State Board of Education to high schools upon inspec- 
tion, provided they meet the following requirements : 

a. Equipment. 

1. Building.— The building must be of size 
sufficient to meet the needs without crowding, it 
must be properly heated and lighted, and it must 
have sanitary toilets. 

2. Library. — The library must be equipped 
with good trustworthy encyclopedias, reference 
books and books on general literature. 

There must be enough books to meet the legiti- 
mate needs of good school work. The library 
must be a growing one, additions being made each 
year. 

3. Laboratories. — The laboratory must be 
fully equipped to do well the sciences taught in 
the school. The laboratory, like the library, must 
grow each year. 

b. Teaching and Teachers. 

1. Teaching. — The teaching in the high school 
and also in the grades below the high school must 
be good. 

2. Teachers. — At least two teachers must give 
all their time to high school work. One of the 
teachers in the high school must be a graduate of 
a college course that requires at least three full 
years of work beyond graduation from a com- 
missioned high school. 



c. U'lie C\)iiiso of Study. 

1. Length. — The iniiiininin lenglli of the 
course is thirty-two months. 

2. Subjects. — The course of study must jiro- 
vide for the subjects legally necessary, and such 
other subjects as local authorities deem advisable. 

3. Continuitj'. — A few studies pursued one, two 
or three years are preferable to many studies 
taken for short periods. No science should be 
taught for a term of less than one year. 

4. Music and Drawing. — Provision must be 
made for systematic instruction in each of these 
subjects for one period a week or the equivalent 
throughout the course. 

5. College Entrance. — All courses that prepare 
for college should provide for at least three years 
of foreign language. 

d. liecords. 

1. AYork. — Complete records must bo kept, 
showing the academic progress of each pupil. 

2. Advanced Standing. — When a pupil is ad- 
mitted from another school the record nnist show 
what standing was given and why. 

II. Certified. The requirements for a certified 
school are exactly the same as for a commissioned 
school except that in the former the minimum length 
of the course is twenty-eight months. 

III. Accredited. Every child in the state is en- 
titled to free school privileges in both elementary and 
secondary schools. School trustees are required to 
furnish the opportunity for such training. When no 
high school privileges are offered by a corporation the 
trustee must grant transfers to pupils eligible to at- 
tend high school when requested to do so. 

There is a large number of noncommissioned high 
schools in the State which are doing excellent work. 
In order that they may accomplish much good, and to 



s 



obviate the burden ot* iiuliscrminate transfers, tbe 
following i)l:ins are recommended : 

\. The principals of all the high schools in a 
(^oimty, both commissioned and noncommissioned, 
should meet and arrange a course of study for the 
noncommissioned high schools which will enable 
I)upi]s to do two or three years' work in the noncom- 
missioned high schools, receive full credit for time 
six^nt and work done, enter a connnissioned high 
school and complete the entire ocurse in the same 
length of time that would have been required if all 
the work had been done in a commissioned high 
school. 

This arrangement, of course, would be possible only 
when the term of the noncommissioned high school 
is for eight montJis ov more. 

2. In noncommissioned high schools having terms 
of less than eight months arrjingements should be 
made to have all high schools in the county begin at 
the same time, and the work of tiie ujncommissioned 
high schools should be so arranged that the pupils 
can do six or seven months* work in the home school. 
I'f'Ceive a transfer to a commissioned high school and 
complete the j^ear's work there. 

Either of the foregoing idans will liaA'e the approval 
oi the State Board of Education and such noncom- 
missioned high schools, upon request, will be granted 
cei'titicates of equivalency rc(ognizing their work as 
the equivalent of that of :i commissioned high school. 

8. In counties where coo])eration as outlined 
above is not easily aft'octed. the work of noncommis- 
sioned high schools whicJi maintain satisfactory 
standards will receive from the State Board of 
Education certificates of equivalency recognizing the 
work done as the equivalent of the same amount of 
work done in a connnissioned high school. In schools 
whei'o one teacher does all the high school work, not 
more than two years' work should be included in the 
''•ourse. 



COUP^SE OF STUDY. 



First Year. 


! ! 

Second Yeah. Third Ykar. ForuTH Year. 

1 


English. 


English. 


English. English. 


Latin or German. 


Latin or German. 


Latin or German. 


Latin or German. 


History, 
Greece, one-half 

year. 
Rome, one-half 

year. 


History, 

Mediaeval, one-half 

year. 

Modern, one-half 

year. 


History, 
xVmerican, one-half 

year. 

Civil government, 

one-half year. 


Agriculture and 
general chem- 
istry . 


Algebra . 


Algebra, 
Plane Geometry. . 


Plane and Solid 
Geometry. 


Commercial 
Arithmetic. 


Botany or 
Zoology. 






Physics or Chem- 
istry. 
Physical or Com- 
mercial Geog- 
raphy. 
Geology. 


* Agricultural 
Botany. 


♦Farm Crops 
and Horticul- 
ture. 


*Soil and 
General Phys- 
ics. 


*Animal Hus- 
bandry and 
Dairying. 


Music, 

one period per 

week. 


Music, 

one period per 

week. 


Music, 

one period per 

week. 


Music, 

one period per 

week. 


Drawing, 

one period per 

week. 


Drawing, 

one period per 

week. 


Drawing, ■ Drawing, 

one period per one period per 

week. . ; week. 



*A suggested course in Agriculture which may l)e taken in place of science. 
This course may be substituted for foreign language if pupil is not preparing for 
college. 



NOTES 



The State Board of Education, at its meeting May 
14, 1908, adoi)ted the following resolutions : 

"That it is the sense of the board that the law 
enumerating the studies which shall be taught in 
commissioned high schools is to be interpreted to 
mean that competent teachers of these branches must 
be regularly employed and prepared to teach the 
same to all pupils w^ho may express a desire to re- 
ceive such instruction. The intent of the law is not 
satisfied -by declaring that there are no pupils in 
these subjects when no teacher has been previously 
employed. It is the duty of the schools to offer in- 
struction in all of the subjects required by law. The 
question as to whether pupils elect to pursue studies 
is to be determined subsequently to and not in ad- 
vance of the organization of the school curriculum." 

"That the subjects of Agriculture, Zoology. Chem- 
istry, and Soil-analysis should be accepted as the 
equivalent of the work in Latin at present required, 
but a teacher must be employed w^ho is competent to 
teach Latin as the subject offered, in compliance witli 
the State law." 



ENGLISH. 



LITERATURE. 
Discussimi. 

The purpose of instruction in English is to teach 
the pupil how and what to i-ead, how to talk and 
write ; to cultivate in him a desire to read widely and 
wisely ; and to foster a desire to talk and write effect- 
ively. 

The pieces of literature read in the course should 
be of interest and should be graded to suit the grow- 
ing comprehension of the pupils, lu addition to the 
works selected for classroom study, lists of attractive 
books for home reading should be put before pupils. 
When these lists have l^een well chosen with due re- 
gard to the kind of books which pupils of high school 
age like to read rather than with regard to what 
grown ]">ersons think pupils ought to read, the pupils 
may, if the classroom work has been skillfully done, 
be led to read widely. 

In the classroom study the teacher must remember 
tJiat the selections in use were not written for chil- 
dren. Therefore some things will have to be pointed 
out and explained. Also, the teacher should deter- 
mine what simple, definite end he will try to make 
these selections accomplish. In securing this end 
thoroughness is essential, but to be thorough one need 
not be exhaustive. 

Every masterpiece should be read and studied as a 
whole. Let the jnipil get his first impression of poem, 
novel, or drama, in a normal way: let him read it as 
he reads anything out of school. Then let the study 
of the selection follow, but before the class leaves it. 
let the thought be centered again on the masterpiece 
as a whole. By this means much will be avoided that 
t(^nds to turn away pujiils from reading again the 

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12 



authors studied in scliool. lu addition nuicli will be 
done to secure this same end if the teacher cultivate 
in himself an appreciation of tlie books he nuist teach. 
Then his teaching will have a vitalitj' and an enthusi- 
asm that will be contagious. 

The masterpieces in the course that follows have 
been chosen in accordance with the principle stated 
above. They liav:e been placed in the course with due 
thought to the appeal they wall make to the interest 
and comprehension of the pupil. And not only have 
such books been chosen, but an order proved by expe- 
rience has been suggested. 

The Course. 
First Yey^r. 
first half. 

Irving's "Sketch Book." 

Longfellow's "Tales of a Wayside Inn" and other nar- 
rative poems. 

Dickens's "Christmas Carol" and "Cricket on the 
Hearth." 

SECOND HALF. i 

Arnold's "Sohrab and Rustum." 
Tennyson's "Enoch Arden." 
Shakespeare's "Merchant of Venice." 

Second Year. 

first half. 

Lowell's "Vision of Sir Launfal." 

Scott's "Ivanhoe." 

Goldsmith's "The Deserted Village." 

SECOND HALF. 



Scott's "Marmion." 

George Eliot's "Silas Marner." 

Shakespeare's "Julius Cresar." 



^ 13 

Third Year. 

first half. 

Shakespeare's "As You Like It." 
Addison's ''Sir Roger de Coverley Papers." 
Macaulay's "Life of Samuel Johnson." 

SECOND HALF. 

Curtis's "The Public Duty of Educated Men." 
Tennyson's "Idylls of the King." 
Dickens's "Tale of Two Cities." 

Fourth Year. 

Browning — Selected poems. (See list below.) 
Coleridge's "The Rime of the Ancient Mariner." 
Washington's "Farewell Address," and 
Lincoln's "Gettysburg Address." 
Webster's "First Bunker Hill Oration," or 
Burke's "Speech on Conciliation with America." 
Shakepeare's "Macbeth." 

(In this year a part of the literature time may be 
given to a study of the history of English Literature. 
Such study, however, should be illustrated by the 
reading of extracts from the various authors, such as 
may be found in Palgrave's "Golden Treasury" and 
similar collections of poetry and prose.) 

Note. — It is suggested that the following poems of 
Browning be studied in the order named : 

"Incident of the French Camp," "Herve Riel," 
"How They Brought the Good News from Ghent to 
Aix," "The Pied Piper of Hamelin," "Cavalier 
Times," "The Boy and the Angel," "My Star," "Love 
in a Life," "Life in a Love," "Home Thoughts from 
Abroad," "Home Thoughts from the Sea," "Up at a 
Villa," "Down in the City," "Never the Time and the 
Place," "Evelyn Hope," "The Last Ride Together," 
"Two in the Campagna," "By the Fireside," "The 
liOst Leader," "Andrea del Sarto." 

3—27341 



14 



COMPOSITION. 

The aim in composition, as said above, is to teacb 
the pupil to talk and write, and to cultivate in him 
the desire to talk and write effectively. These two 
ends the teacher must never forget. He must re- 
member also that as the desire in the pupil to ex- 
press himself effectively growls, so his ability to talk 
and write effectively will grow. This ability, how- 
ever, can be acquired by the pupil only by much drill 
in speaking and writing throughout his school career. 
Therefore, at least one recitation each week for at 
least three years should be given to composition, but 
the fact must never be overlooked that every recita- 
tion and every test, no matter in what subject, is an 
exercise in English composition. If both pupil and 
teacher recognize this truth, much slovenly English 
would not be used by the pupil or tolerated by the 
teacher. 

In cultivating the desire to speak and write, the 
study of literature is a powerful influence. This does 
not imply that many topics for essays may be taken 
only from literature. More important than this is 
the need that literature awaken the thoughts and the 
emotions of the pupil, which must always be the 
basis of the expression. The keener the pupil is to 
see and feel, the more he will have to express ; so it 
is the business of the teacher of composition to widen 
the range of the pupil's sources of expression. 

The. pupil's subjects will come from two sources, 
his experience and his reading. Subjects taken from 
literature should be so worded as to prevent a parrot- 
like reproduction of the thoughts of the author, and 
at the same time to secure the best expression of the 
honest thoughts of the pupil, howsoever crude they 
may be. All subjects chosen must be simple and defi- 
nite and vitally connected with the pupil's interests. 
If he is engrossed in his studies or his sports, he can 
write effectively only on some topic connected with 



15 



these interests. Hence the necessity for the teacher 
to keep in mind always the scope of the pupil's in- 
terests. 

First Year. 

1. Graninuir. — Work based on the written work of 

the pupils. 

2. Definite teaching of the sentence; grammatical 

construction and unity. 

3. Theme writing on subjects within the experience 

of the pupils. These themes should be short and 
should be carefully corrected by the teacher. 

Second Year. 

1. Sentences. 

2. Paragraphs — Unity, coherence, emphasis. 

3. Theme writing, narrative and descriptive, short 

themes. 

Third Year. 

1. Sentences. 

2. Paragraphs, relation to each other. 

3. Words. 

4. Themes — ^Mainly explanation. Narrative and de- 

scriptive writing to add variety. 

Fourth Year. 

1. Forms of Discourse.— More extended work in nar- 
ration, description, exposition. Some simple 
writing of argumentation. 

Notes. — The number of themes and the amount o£ 
time to be devoted to different phases of composition 
and literature, and the work to be done in oral com- 
position and letter writing will be explained by the 
teacher. 

The teacher should always be clear on the following 
points : 

1. The method of teaching a novel, poem or essay. 



16 



2. Amount of time to be devoted to a particular 
work. 

3. How to introduce the work to a class.. 

4. Supplementary aids. 

ALTERNATE COURSE IN ENGLISH. 

A committee from the State Board of Education, 
assisted by a number of English teachers in colleges 
and high schools, have proposed an alternate course. 
It is hoped that many schools will use the alternate 
course in whole or in part. 

The list of books is larger than can be studied in 
the high school course. Supplementary reading may 
be chosen from books named in the regular course or 
from the list headed Supplementary Reading. 

It is heartily recommended that the pupils be re- 
quired to commit to memory selections from the 
poetry each semester during the high school course. 

First Year. 

1. Selections from Washington Irving, Charles Dud- 

ley Warner, John Burroughs, Hawthorne's Twice 
Told Tales. 

2. Dickens's Christmas Carols and Cricket on the 

Hearth. 

3. Burns's Cotter's Saturday Night; Whittier's Snow 

Bound; Scott's Lady of the Lake; Longfel- 
low's Tales of a Wayside Inn. 

4. Shakespeare's Tivelfth Night, Midsummer Nighfs 

Drea^n, Merchant of Venice; Richard III, Julius 
Caesar, Henry V. 

5. Stevenson's Treasure Island. 

Second Year. 

1. Lowell's Vision of Svr Launfal; Coleridge's An- 
cient Mariner; Tennyson's Enoch Arden; Scott's 
Marmion; Goldsmith's Deserted Village. 



17 



2. Eliot's Silas Marner; Scott's Ivanhoe or Talis- 
man; Cooper's Last of the Mohicans or Spy; 
Dickens's Tale of Tico Cities; Goldsmith's 
Vicar of Wakefield. 

Third Year. 

1. Tennyson's Idylls of the King, Gareth and Lynette, 

Coming of Arthur, Geraint and Enid, Holy 
Grail, Passing of Arthur; Arnold's Sohrah and 
Rustum; Burns's poems (selected) ; Browning's 
Incident of the French Camp, Herve Kiel, Hoto 
They Carried the Good News, Pied Piper of 
Hamelin; selections from Palgrave's Golden 
Treasury, 

2. Short stories by American and British authors. 

3. Macaulay's Milton or Samuel Johnson; Emerson's 

Compensation; Ruskin's Sesame and Lilies; Ad- 
dison's Roger de Coverley Papers; Curtis's Pub- 
lic Duty of the Educated Man; Selections from 
Parkman's Oregon Trail; Famous Orations. 

Fourth Year. 

1. Study of the drama — two or three plays: 

Shakespeare's As You Like It, Macdeth, King 

Lear, Hamlet, The Tempest. 
Goldsmith's She Stoops to Conquer. 
Sheridan's Rivals. 

2. Reading of novels — two or three : 

Scott's Quentm Durward. 
Hawthorne's Hmise of Seven Gahles. 
Dickens's David Copperfield. 
Thackeray's Henry Esmond. 
Stevenson's Kidnaped, 



18 

Supplementary Reading. 

I. 

Gaskell's Cranford, 

Hughes's Tom Brown at Rugl)y. 

Cooper's Deerslayer. 

Hale's Man Without a Country. 

Aldricli's Story of a Bad Boy, 

Eggleston's Hoosier Schoolboy. 

11. 

Blackmore's Lorna Doone, 
Stevenson's Prince Otto. 
Tennyson's Princess. 
Irving's Life of Goldsmith, 
Alcott's Little Women. 

III. 

Lytton's Harold, Last of the Saxons. 
Swift's Gulliver's Travels. 
Bunyan's Pilgrim^'s Progress. 
Dickens's Old Curiosity Shop. 
Lytton's Last Days of Pompeii. 
Ruslvin's King of the Golden River, 

IV. 

Kingsley's Westward Ho. 
Tliackeray's Pendennis. 
Palmer's Homer's Odyssey. 
Hughes's Tom Brown at Oxford. 
Kingsley's Hypatia. 
Eliot's Mill on the Floss. 
Shakespeare's Richard III, 

Readings from Bible; Genesis^ Samuel. ^^^^^^ 
Esther. 



COMPOSITION. 



AIM AM) SCOIMO OF COMPOSITION WORK. 

The aim of coiiipositioii is to arouse thought and 
iuiagiuatioii, to cultivate the power of continuous,, 
well-ordered and pleasant speech, and to help the 
student say simply and directly what he thinks. All 
students should learn to write clearly and coherently. 
In order that the spirit of poetry may be kept extant 
and that students may have a more practical appre- 
ciation of poetic construction, practice in verse-writ- 
ing may be maintained throughout the four years' 
course. 

Oral Work. 

To have something to say and to desire to say it in 
the best possible way is the first requisite of a 
writer. The most rational manner to begin composi- 
tion work is to learn and accept the speaking ability 
of the student and develop expression by means of 
oral exercises. If students will not talk, the task of 
securing intei-esting and well modeled written work 
is far greater. At least once every week a special 
exercise should be given in oral work. In the first 
and second j^ears this work should include all the 
forms. Story-telling and relating of specific incidents 
that possess pertinent points furnish the most in- 
structive work for the first efforts. The student 
should learn to explain clearly simple propositions 
and situations about him; should develop the essen- 
tials of good conversation by practice in the art in 
class-room work ; should discuss in a free and natural 
manner questions about which there is much that he 
knows and much more that he wishes to know; and 
should recite selections from poetry and the great 
orations. 

19) 



20 



Subjects. 

A subject should be always familiar enough to war- 
laut the student having sufficient facts to write intel- 
ligently, and on occasions, far enough removed from 
everyday experience to arouse curiosity and imagina- 
tion. The subject for composition should be developed 
^before and with the class. It should be interesting 
enough to arouse every student in the class to a dis- 
cussion of the possibilities of the proposed subject ; it 
should create situations that are inviting, interesting, 
and thought-compelling. Stories half finished, a per- 
tinent point for debate, the accurate explanation of 
something the class had long felt that it knew thor- 
oughly, etc., all, if properly handled, make for interest 
and wholesome thinking. These subjects are found 
everywhere — in books, magazines and newspapers, in 
pictures, in the daily activities of social, civil, busi- 
ness and home life. 

Written Work. 

One carefully prepared theme should be required 
each week. This work should be a whole, an idea 
developed completely. It should not be long ; it 
should not be verbose ; there should be nothing in 
the theme that is not needed, and there should be 
nothing omitted that in the omission leaves the 
thought uncertain and improperly supported. No 
written work should be required when the instructor 
does not intend to criticize carefully, or is too crowded 
with w^ork to treat the papers adequately and fairly. 
Too much written work has been made laborious and 
uninteresting, because the teachers have not had the 
time or disposition to enter thoroughly into the spirit 
of making their own and the student's writing better. 
All themes lacking the complete idea and showing 
opportunities for improvement should be revised and 
rewritten under the guidance and with the sympa- 
thetic suggestions of the teacher. More real composi- 



21 



tioii iinproveiiieiit is gained in tlie rewriting than in 
the original production. 

Cooperation of Departments. 

The various departments of the high school should 
feel the responsibility of good English teaching. 
Papers from the different departments should be col- 
lected and held subject to the English teacher's crit- 
cism. 

Letter Writing. 

Letter writing should be a favorite and valuable 
form for constant use throughout the high school 
course because of its evident practical value, and the 
possibilities of composition and literary training in 
the writing of real letters. We are rapidly losing the 
art of letter writing and substituting for it the teleg- 
rapher's code. It now seems necessary to urge the 
writing and use of both the business form and the 
old-fashioned "new^sy," friendly communications. 
Collections of letters to children show^ what can be 
done in the school room. Formal notes and all the 
rules pertaining to them should be taught and prac- 
ticed. Rules for letter writing can be found in any 
reputable rhetoric, and should be used as a guide in 
the preparation and presentation of this subject. 

Method of Approach. 

In the first two years the pupils should practice all 
the literary forms, such as story-telling and story- 
writing, oral and written explanation and oration, and 
the simpler mechanics of poetry and the drama. The 
third and fourth years should present the chief char- 
acteristics of the four discourses. After the compo- 
sition as a whole and the discourses are well estab- 
lished, specific studies of paragraphs, sentences and 
words, with the view of refining the theme, should be 
emphasized. 

4—27^341 



22 



Criticism. 

Criticism of worlv, both oral aud written, should be 
made by the student himself, his classmates, the 
teacher, and by standard selections of literature. 
The best criticism of all is the interchange of ideas 
by the members of a class, under wise guidance, on 
the production of the class. The spirit of free, 
wholesome criticism must be inculcated, and all de- 
structive and envious suggestions eliminated. This 
spirit depends on the teacher's attitude. If she is 
ironical and inflexible she will receive no worthy re- 
sponse from her class, but if she is open-hearted, free 
in expression, and appreciates the efforts the students 
must make to right their wrongs in composition, she 
will receive hearty cooperation. 

Criticism should develop slowly and clearlj- through 
definite stages. The first efforts of the teacher should 
be directed tow^ard a spirited and correct composition. 
Correctness has two forms that should receive specific 
attention — the mechanical and grammatical. Pen- 
manship, the folding of the paper, margins, punctua- 
tion, spelling, paragraphing, etc., should all be well 
understood and firmly fixed in the minds of the stu- 
dents by constant practice. Examples for the teaching 
of correctness should come largely, and possibly 
wholly, from the composition work in the high school . 
From the end of the second year clearness should be 
emphasized. In the fourth year criticism should exer- 
cise a refining and polishing infiuence on the student's 
writing. This last is the subtlest aim of composition 
work, and should not be overdone, as it often is, when 
students are not adequately prepared, and the teacher 
has not suflficient time to develop her criticisms clearly 
and fully. Tn the third and fourth years literature 
may be used as specimens of the things attempted in 
com])osition, but not to the degree of making literature 
subordinate, 



GRAMMAR. 



At least one hour each week throughout the first 
year of the high school course should be devoted to 
the study of grammar. The more formal part of the 
work should be done in the second half of the year. 

By means of frequent tests and reviews during the 
remaining three years of the course, the teacher 
should make certain that the pupil is keeping clearly 
in mind the knowledge of grammar which he has 
gained. Moreover, the teacher should insist that the 
pupil make habitual application of this knowledge in 
his oral and written expression. In all the courses 
in composition, he should be required to study the 
principle underlying the correction of every grammat- 
ical error, in order that he may develop the habit and 
the powder of testing his own work. 

Since the greatest good comes from the simpler 
Ivind of sentence-analysis, the study should be based 
upon the sentence as a unit. Hence it is important 
that within the sentence, function and relation, not 
rigid word-class, should be emphasized. 

It is believed that every teacher should require 
the use of a good text-book. This may be a book de- 
voted entirely to the essentials of grammar, or one 
that combines the study of grammar and rhetoric. In 
addition to the assignments in the text-book, there 
should be frequent practice in the analysis of con- 
secutive sentences drawn from other sources. 

Teachers of large experience unite in the belief 
that pupils need special drill in the following : 

<The sentence as a unit.) 

1. In distinguishing the sentence from other groups 

of words. 

2. In classifying sentences. 

(23) 



24 



(Agreement.) 

1. lu writing sentences in wliicli the predicate pre- 

cedes tlie subject when the subject is plural. 

2. In the use of the verb when the subject of the 

sentence is a collective noun. 

3. In the use of the verb with anybody, everybody, 

somebody, either, and neithe7\ 

4. In the use of the demonstratives this, that, these, 

and those with such words as kind and sort, 

5. In the use of the pronoun when many words sep- 

arate it from its antecedent. 

(Case.) 

1. In the use of the pronouns who and ivhom, 

which and who, and / and myself. 

2. In writing (1) the possessives of nouns, and (2) 

possessive pronouns its, hers, ours, yours, and 
theirs. 

(The verb.) 

1. In the use of verbs of incomplete predication, 

such as hccome, seem, appear, and feel. 

2. In the use of tenses, especially the sequence of 

tenses. 

3. In the use of shall, loill, should, and ivould. 

4. In the principal parts of sit, set, lie, and lay. 

(The noun.) 
1. In the formation of plurals. 

(Connectives.) 

1. In the use of different from (not different than). 

2. In the use of as, as if, as though, and like. 



HISTORY ANDICIVICS. 



VoHsideratio7is for the Teacher. 

The pupils should be required to make topical out- 
lines of the lessons, and to write these up in perma- 
nent note-hooks, together with such other matter as 
the teacher may suggest. 

Constant use of the map in the text and else- 
where should be required, and from time to time the 
pupils should be required to fill in outline maps, show- 
ing physical features, political boundaries, location of 
cities, battles, etc. In no other way can a knowledge 
of the history be so well connected with the geog- 
raphy of the different countries, and the influence 
shown of one upon the other. 

Extensive collateral reading shoilld be required in 
the school library and in such other collections as the 
pupils have access to. Such reading is necessary to 
familiarize the pupils with the use of books and also 
to lead them to see that all history is not contained 
within the limits of their texts. The copying into 
the note-books of significant passages found in the 
collateral reading should be encouraged, and from 
time to time oral or written reports should be made 
in class on the reading. 

The preparation of short essays or written reports 
is an excellent means of correlating the work in his- 
tory and English. In such reports it is highly desir- 
able to require the pupil to state exactly (by author, 
title volume, and page) where he got his information. 

Accuracy as to fact and accuracy of statement 
should be required throughout, while at the same 
time the teacher makes sure that the pupil really 
understands what he reads and recites. Lead him to 
penetrate back of the narrative to the things them- 
selves — to realize, visualize events. Let him see that 

(26) 



26 



history deals with real men and Nvomen. living in a 
real world, with physical needs, passions, ambitions, 
aspirations like our own. 

Two means to this end are — (1) the occasional use 
for illustrative purposes of extracts from original 
sources, and (2) the use of pictures. A letter from 
a crusader to his loved ones at home, or an account 
by an eye-witness of some stirring event, will help 
greatly in making the history real ; and good collec- 
tions of sources are now cheap. Pictures of historical 
places, things and persons, can easily be obtained 
from old magazines and similar sources, and should 
be mounted on uniform sheets of cardboard and 
classified. Older pupils usually will gladly aid in 
making and keeping such a collection, and its value 
will grow from year to year. 

The following books are valuable aids for the 
teacher: A History Syllahus for Secondary Scliools; 
The Study of History in Schools; Report of the Com- 
mittee of Severi; Historical Sources vn Schools; 
Report to the New England History Teachers' Asso- 
ciation. Outline maps and map books. 

The Course. 

First Year's Work. 

History of Greece (first half year). 
History of Rome (second half year). 

TEXT-BOOKS. 

Botsford's "Ancient History for Secondary Schools." 

Goodspeed's ''History of the Ancient World." 

Morey's "Ancient History." 

Myers's or Botsford's "History of Gi-eece." 

Myers's or Botsford's "History of Rome." 

Robinson's "First History of Rome." 

West's "Ancient World." 

Before taking up a text-book on the history of 
Greece a few oral lessons should be given, supple- 
mented by collateral reading, upon the history of the 



27 



more importiiiit Oriental nations. It should bo 
sliown : 

1. That the beginnings of the world's civilization 
were in the Nile and Tigris-Euphrates valleys — in 
Egypt and Chaldea. 

2. That the mission of the Hebrews was to teach a 
monotheistic religion. 

3. That the Phoenicians were the merchants, navi- 
gators, and colonizers of the ancient Oriental world, 
and thus became, incidentally, the disseminators of 
civilization. 

4. That the Persians were the empire builders of 
the ancient East. 

A brief survey of the contributions of these five 
nations will constitute a very satisfactory introduc- 
tion to the history of the classical countries. In case 
a text-book on ancient history be used, the above oral 
lesson will not be necessary. 

Secoind Year's Work. 
MEDIAEVAL AND MODERN HISTORY. 

This work should be devoted in large part to the 
great developments of European history, such as the 
migrations of the nations, feudalism, the Church, the 
Crusades, struggles of Papacy and Empire, the rise 
of modern states, the Renaissance, the Reformation 
and the wars of religion, the French Revolution, the 
unification of Italy and Germany, etc. Because of 
its importance for American history, emphasis should 
be laid on the history of England, especially in the 
sixteenth, seventeenth and eighteenth centuries. 

The work should be so planned as to leave abun- 
dant time for the latter part of the modern period. 
The history of the French Revolution, and of the 
nineteenth century, is of equal if not greater impor- 
tance than any other part of the course. Particular 
attention should be given to the industrial and social 



28 



history of recent times, out of which grow the prob- 
lems which the present age is called upon to solve. 

TEXT-BOOKS. 

Bourne's "Mediaeval and Modern History." 

Harding's "Essentials in Mediaeval and Modern His- 
tory." 

Myers's "Mediaeval and Modern History" (revised 
ed.). 

Robinson's "History of Western Europe." 

^yest's "Modern Europe." 

Third Year's Work. 

American History and the Civil Government of the 
United States and of Indiana (whole year). 

TEXT-BOOKS. 

(a) American History: 

Ashley's "American History." 

Channing's "Students' History of the United 
States." 

Hart's "Essentials in American History." 

McLaughlin's "History of the American Na- 
tion." 

Woodburn and Moran, 'American History and 
Government." 

(b) Civil Government: 

Ashley's "American Government." 

Fiske's "Civil Government in the United 

States." 
Forman's "Advanced Civics." 
James & Sanford's "Government in State and 

Nation." 
Strong & Schafer's "Government of the Ameri- 
can People." 
For a study of the government of Indiana the books 
by Professors Rawles and Hodgin will be found satis- 
factory. 



29 



One great function of the public scliool is to produce 
an intelligent citizenship, to enable the individual to 
establish properly his civic relationship. A knowledge 
of our civil government does not necessarily contribute 
any more to this real civic end than a knowledge of 
the facts dealt with in other studies. The whole 
course of study and the whole school life should con- 
tribute to this end. But where the civic aspect of 
education is so important, the pupil's civic training 
should not be left wholly to the incidental inference 
to be derived from the several subjects of instruction. 
He should early and constantly have his attention 
directed definitely to the civic relations as such. He 
should be led to form the habit of thinking of his own 
life and conduct in their relations to the community 
life about him. He should have systematic instruction 
in regard to the nature and meaning of the community 
life of which he is a part ; in regard to the meaning 
and relations of the fundamental institutions of his 
community, such as the family, the school, the indus- 
trial organization, the government ; with regard to 
the services performed for him by these institutions, 
and with regard to his responsibility as a member of 
this community. Government should be a part of this 
study, not in the details of its mechanism, but in its 
essential relations to the life of the community and 
of the individual. This study of the civic relations 
should rest directly upon the pupil's own observation 
and analysis of the community in which he lives ; his 
study should be of his community and of his relations 
to it. His first ideas may be gained from observations 
of the family, of the school, of the neighborhood, of 
which he is a member, gradually extending his obser- 
vations to the larger local community, and then to 
the State and Nation. 

In the fourth year it is desirable that the work in 
American History and Civil Government be as closely 
correlated as possible. Thus the study of the text of 
the Articles of Confederation and of the Constitution 

5—27341 



30 



should come in connection with the study of their his- 
torical setting. The development of American insti- 
tutions from their English origins should be pointed 
out. 

The following list of books in addition to the lead- 
ing high school texts would constitute a good working 
library in History: 

(a) General: 

Larned's "History of Ready Reference and 

Topical Reading." 
Ploetz's "Epitome of Universal History." 
Dow's "Atlas of European History." 

(b) Oriental History: 

Ragozin's "Story of Chaldea." 
Rawlinson's "Story of Egypt." 
Hosmer's "Story of the Jews." 
Rawlinson's "Story of Phoenicia." 

(c) Greek History: 

Bury's "History of Greece." 

Oman's "History of Greece." 

Holm's "History of Greece." 

Fling's "Source Book of Greek History." 

Gladstone's "Homer." 

Mahaffy's "Old Greek Life" ; "Survey of Greek 
Civilization." 

Guhl and Koner's "Life of the Greeks and 
Romans." 

Jebb's "Greek Literature.'-' 

Translations of Homer's "Iliad" and "Odys- 
sey." 

(d) Roman History: 

Shuckburgh's "History of Rome." 

Monroe's "Source Book of Roman History." 

Plutarch's "Lives." 

Johnston's "Private Life of the Romans." 

"Epochs of Ancient History." 

Wilkin's "Roman Antiquities." 

Tozer's "Classical Geography." 



31 



Bury's "Students' History of the Roman Em- 
pire." 

(e) Mediaeval and Modern History: 

Emerton's "Introduction to the Study of the 
Middle Ages." 

Emerton's "Mediaeval Europe." 

Adams' "Civilization During the Middle Ages." 

Munro and Sellery's "Mediaeval Civilization." 

Archer and Kingsford's "The Crusades." 

Eginhard's "Charlemagne." 

Thatcher & Schwill's "Europe in the Middle 
Ages." 

Subohm's "Era of Protestant Revolution." 

Gardiner's "Thirty Years' War." 

Gardiner's "French Revolution." 

Robinson's "Reading in European History." 

Mathew's "French Revolution." 

Henderson's "Short History of Germany." 

Johnstone's "Napoleon Bonaparte." 

Fyffe's "Modern Europe." 

Robinson and Beard's "Development of Mod- 
ern Europe." 

(f) French History: 

Rose's "Revolutionary and Napoleonic Era." 
liOwell's "Eve of the French Revolution." 
Morris' "French Revolution." 
Duruy's "History of France." (One volume 
edition.) 

(g) English History: 

Green's "Short History of the English People." 
Gardiner's "Students' History of England." 
Terry's "History of England." 
Goldwin Smith's "Three English Statesmen." 
McCarthy's "History of Our Own Times." 
Cheyney's "Industrial and Social History of 

England." 
Cheyney's "Readings in English History." 
Ogg's "Source Book of Mediaeval History." 



32 



Robiuson aud Beard's "Development of Mod- 
ern Europe" (2 vols.). 
Robinson and Beard's "Readings in Modern 
European History" (2 vols.). 
( li ) American History : 

Longman's "Epochs of American History." 
. Higginson and MacDonald's "History of the 
United States." 
Edward Eggleston's "Transit of Civilization." 
Edward Eggleston's "Beginners of a Nation." 
George Gary Eggleston's "Our First Gentury." 
George Gary Eggleston's "Life in the Eight- 
eenth Gentury." 
Fiske's "Discovery of America." 
Fiske's "Beginners of New England." 
Fiske's "Critical Period of American History." 
Scribner's "American Historical Series." 
Parkman's "Historical Works." 
The "American Statesmen Series." 
Johnston and Woodburn's "American Ora- 
tions." 
McMaster's "History of the People of the 

United States." 
Rhodes' "History of the United States." 
Hart's "Source Book of American History." 
Dunn's "Indiana." 
(i) Givil Government: 

Bryce's "American Gommonwealth." 
Woodburn's "American Republic." 
Benjamin Harrison's "This Country of Ours." 
Hinsdale's "American Government." 
Dunn's "The Community and the Citizen." 
Hart's "Actual Government." 
Dole's "American Citizen." 
The "American State Series." 
The "Statesman's Year Book." 
The "World Almanac." 
"The Review of Reviews." 



LANGUAGES. 



LATIN. 

The Course. 

First Year — The Elements. 

Second Year — Caesar (or the equivalent). 

Third Year — Cicero. 

Fourth Year — Vergil. 

Discussion. 

The first end aimed at in the study of Latin should 
be ability to read the language intelligently and at a 
fair pace. With this attained other great advantages, 
certain to be derived from the study, will take care of 
themselves. The pupil should be made to feel from 
the start that with a reasonable expenditui*e of time, 
energy, and with fair ability (good teaching being pre- 
supposed) he can learn to read Latin of average diffi- 
culty as he learns to read other languages than his 
own. To secure proper results the study should be 
continuously pursued through four years, of which a 
full year should be devoted to the study of the Ele- 
ments, a full year each to Caesar (or the equivalent), 
to Cicero and to Vergil. In the case of a three years' 
course, Vergil should be omitted. 

FIRST year. 

In the study of the Elements, while the use of a 
good book is most desirable, it should never be over- 
looked that the chief factor that makes for success 
is the teacher himself. He will recognize that during 
this year pronunciation must be taught, the inflections 
mastered, and the more common constructions of syn- 
tax studied, to the end that the pupil shall secure a 
vocabulary of five hundred or more words and acquire 
an ability to translate extempore easy prose sen- 

(33) 



34 



tences written in that vocabulary. He will supple- 
ment oral recitation and drill by the use of the black- 
board for daily review of paradigms and still see that 
the English sentences of the exercises are turned into 
Latin no less than are the Latin turned into English. 
Absolute mastery of the Elements should be insisted 
upon. It is grossly unfair to the pupil and inconsist- 
ent with any subsequent success in his efforts to learn 
to read Latin to pass him out of this first year's work, 
until he has a working knowledge of it. 

SECOND YEAR. 

The second year should be devoted largely to the 
study of Caesar. While the first four books are 
usually read, the teacher will find it an advantage oc- 
casionally to substitute parts of the other books. In 
case some book of Latin selections, so graduated as to 
serve as an introduction to the more difficult Latin of 
Caesar, is used — and such a book is in only rare cases 
to be recommended — at least the latter half of the 
year's reading should be devoted to the Caesar in the 
book. If Latin is to be studied to be read, the teacher 
should in a very definite way show his pupils how to 
translate, and with this in view all through the year 
there should be much literal translation of the advance 
lesson in the class-room. But in the daily review, in 
addition to the customary drill on forms and syntax, 
strictly idiomatic English should be insisted upon in 
translation. If Latin is to maintain its place in the 
educational curriculum, ''teachers must teach." Pupils 
should be required to translate in class from class-texts 
owned by the school (publishers generally supply such 
texts gratis) ; they should understand that in order to 
receive credit in their work they must, in quizzes and 
final examination on any author that the class may 
read, show ability to translate at sight passages pre- 
viously unseen. To insure a systematic study of syn- 
tax, Latin composition should be continued through 



35 



this and the following year. A text-book is recom- 
mended (such as Jones', or Bennett's, or Barss') that 
w'lU make possible the definite study of the various 
constructions and peculiarities of syntax, rather than 
a book in which the exercises are "based upon" some 
author, like Caesar. There should be at least one 
recitation each week in Latin writing, and it is rec- 
ommended that a considerable portion of each of these 
class exercises be devoted to extemporalia, that is, 
the turning into Latin of English sentences that have 
not been previously assigned, but which illustrate the 
principles of the lesson of the day. (It goes without 
saying that the exercises assigned for outside prepa- 
ration will be corrected and returned to the pupil.) 
The final examination test should use no sentences 
that have previously been used by the class, care 
being taken to supply neic word meanings. 

THIRD YEAR. 

Of Cicero the four orations against Cataline should 
be first read, to be followed by one or more of the 
longer speeches. 

FOURTH YEAR. 

The fourth year should be devoted to Vergil's 
Aeneid. Whether or no the Latin writing is continued 
during this year, some knowledge of classical Mythol- 
ogy is necessary to an appreciation of Vergil. Fran- 
cillon's "Gods and Heroes" or Gayle's "Classical 
Myths" may be used. It need hardly be said that 
the metrical reading of the text should be taught from 
the start. 

LIBRARY. 

A working library of serviceable books is as essen- 
tial to the first-rate teaching of Latin as is apparatus 
to the teaching of science. Fifty dollars will suffice 
to make a fair start in the building up of such a 
library. A "List of Books Recommended for a High 



36 



School Classical Library by a Committee of the Mich- 
igan Schoolmasters' Club," edited by C. L. Meader, 
will be of use to purchasers. This library should con- 
tain copies of the school Latin grammars in common 
use, Harper's Latin Dictionary and Lewis' Latin Dic- 
tionary for Schools, dictionaries and hand-books on 
classical antiquities and literature, illustrated books 
on the city of Rome, some text-books on the history of 
Rome, including lives of Caesar and Cicero. Schreib- 
ers "Atlas of Classical Antiquities" and Gow's "Com- 
panion to School Classics" are almost in a class by 
themselves, and Johnston's "Latin Manuscripts" has 
much that will interest high school pupils. 

AIDS IN TEACHING. 

No reasonable pains should be spared to make the 
teaching of Latin attractive as well as effective. The 
class-room ought to be made as beautiful as possible 
by pictures and plaster casts — they cost relatively but 
little — and by good wall maps. Excellent lantern 
slides may be had, by means of which almost every 
phase of antiquity may be illustrated. In many 
schools Latin clubs, which demand the outlay of no 
money at all, have been of great value to teachers and 
pupils alike. 

GERMAN. 

Tiie Course. 

First Year — Grammar and Reader. 
Second Year — Grammar, Conversation and Reading. 
Third Year — Conversations and Readings. 
Fourth Year — Advanced Readings. (For details 
see Discussion.) 

Discussion. 

Little encouragement should be given the student to 
take up the work in German unless he expects to con- 
tinue it for at least three years. A single year of Ger- 
man has no very great value. 



37 



In tlu* three or four years the student should master 
Hjo principles of ^^ramniar and acquire so much of a 
vocabulary as will enable him to read not too difficult 
(iernian with some ease and fluency and to understand 
when siK)ken to, as well as express himself in a simple 
way in the foreign idiom. Some of the time often 
spent in translation might well be given to conversa- 
tional exercises and the construction of simple sen- 
tences. 

Constant drill in reading at sight and from dicta- 
tion should be given so that the student may be im- 
pressed that it is not so much any one book that he is 
studying as a language. The pronunciation should be 
carefully watched, especially during the first year, to 
guard against a careless and slovenly pronunciation. 

Too much stress can hardly be laid on the continued 
review of grammatical principles. 

An outline of the work, arranged bj^ years, would 
be as follows : 

FIRST YEAR. 

The first year should be given to the systematic 
study of the Grammar or some introductory book, such 
as Joynes-Meissner's "German Grammar' ; "German 
Lesson Grammar,'' Jones and Wesselhoelft ; "Lehrbuch 
der Deutchen Spraclien." Spanhoofd ; Thomas's "Prac- 
tical German Grammar" ; Becker's "Elements of Ger- 
man" ; Bacon's "New German Course." 

The reading should be begun as early as possible in 
some such book as "German Stories Retold." Kern, 
and continued in Storm's "Immensee." 

SECOND YEAR. 

In the second year, the Grammar should be con- 
tinued throughout the year, at least once a week, and 
in addition "Hoher als die Kirche, Hillern ; Willkom- 
men in Deutschland," Mosher, and "Das Edle Blut," 
AYildenbruch. should be carefully read and conversa- 
tion in German based on the text carried on daily." 
''Carruth's Reader." 

6—27341 



38 



THIRD YEAR. 

For the third year, as texts to be read and used as 
a basis for conversation, the following are desirable : 
"Flachsmann als Erzieher," Ernst ; "Die Jungfrau 
^ on Orleans or Maria Stuart," Schiller, and "Die Jour- 
nalisten," Freytag. Bronson's "Colloquial German" 
should be used once a week throughout the year. 

FOURTH YEAR. 

In the fourth year, when offered, the student should 
come to know Goethe by reading "Herman and Doro- 
thea," Palmer, and Lessing by the study of "Minna 
von Barnhelm," Wilson. Some prose work, such as 
"Der Katzensteg," Sudermann, should also be read. 
"Frose Composition," Pope, is a good book for this 
year. 

AIDS. 

An abundance of dictionaries should be at all times 
of easy access. Thieme-Preusser, Fliigel, Fliigel- 
Schmidt-Tanger, and Cassel are excellent. 

Magazines, preferably illustrated, and newspapers 
should be placed in the hands of the students, and a 
Conversation Club will also be of great service to keep 
tlie pupils alert and interested. 

FRENCH.* 

1. A standard course in elementary French, with ex- 

ercises in composition, and the reading of L'Abbe 
Coustatin and kindred selections from French lit- 
erature. 

2. Continue the study of French Grammar, and read 

Madam Therese, Copper et Maupassant, and Con- 
tes de Daudet. 

3. French composition, and reading of Hugo's Her- 

nani, Moliei^e's Le Burgeois Gentilhomme, and 
Racine's Athalie. 



*Course outlined by the-^City Superintendents' Association. 



80 



GREEK.* 

1. A beginner's book, followed, if time permits, by the 

reading of easy selections from Xenophon. 

2. Three or four books of the Anabasis, or two of the 

Anabasis and two of the Hellenica, with plentiful 
exercise in prose composition and some study of 
Greek history. 

3. Three or four books of Homer, either Iliad or 

Odyssey, with careful study of forms and the 
heroic meter, and a general view of Greek liter- 
ature. 

MATHEMATICS. 
The Course. 

First Year — Algebra. 

Second Year — x\lgebra, half year; geometry, half 
year. 

Third Year — Geometry completed, plane and solid. 

Fourth Year — Commercial Arithmetic, half yeai;^ 

Some teachers prefer the following arrangements : 

First Year — Algebra. 

Second Year — Geometry, plane. 

Third Year — Algebra, half year; solid Geometry, 
half year. 

Fourth Year — Commercial Arithmetic, half year. 

ALGEBRA. 

Discussion, 

This course should consist of one school year (eight 
months) of daily recitations devoted to a mastery of 
algebraic notation, fundamental processes, factoring. 
fractions, simple equations, easy quadratic equations, 
and simple simultaneous equations with two un- 
knowns. The work of the entire course should be 
grouped about the solution of problems by equations. 



*Course outlined by the Citj^ Superintendents' Association. 



40 



Emphasis should be placed upon the processes of think- 
ing involved rather than upon mere manipulation of 
abstract numbers. As far as possible, the problems 
used should be of a practical character ; in particular, 
the course in algebra should be made a means of 
maintaining and increasing efficiencj^ in the arithmet- 
ical processes. 

1. The first work should be literal arithmetic with 
application in the solution of equations. 

2. Tliereafter equations (and all other processes) 
should be reviewed and used constantly. 

3. In the solution of equations do not place the em- 
phasis upon "transposition" and "clear of fractions" ; 
rather have the pupils use the fundamental processes 
In solving equations. ''Transposition'' and ''clear of 
fractions'' sJiould not he used at all during the first 
part of the course. In problems use other letters as 
well as "x," "y" and "z" for the unknown quantity. 
Check equations. 

4. Fundamental Processes, 

Introduce these processes by means of the related 
topics in arithmetic. Omit all expressions containing 
general or fractional exponents and complicated co- 
efficients. In division give some problems having a 
remainder. Give problems requiring rearrangement of 
the terms. Give sufficient drill to insure rapidity and 
accuracy in problems involving simple number combi- 
nations. 

5. Special Products and Factoring. 

During the first year teach only the simpler types, 
selecting the ones commonly used in solving quadratic 
equations. Omit also the generalized forms such as : 
(;{x + 2y) - — (2x — y)-. Take up together the multipli- 
cation and factoring forms for each type. Give arith- 
metical ;ii)plications where possible. Try to give im- 
mediate' application of these types in fractions and 
ecpiatioiis. Give much quick mental drill to develop 
a higli degree of rapidity and accuracy in the simple 



41 



forms. Inductive development is particularly good in 
this section. 

(•». //. C. F. : L. a. M, ; Fractions. 

Develoi) tli.se topics out of the related topics in 
arithmetic. Omit the Euclidian method of finding tlw 
H.C.F. Omit all complicated problems in fractions. 
Emphasize the thought process involved ; i. e. instead 
of "cancellation" dwell upon "division of the numera- 
tor and the denominator by the same number." 

7. Linear ^imiUtaneous Equations. 

If any graphical work is used, it should precede the 
topic. Omit problems with more than three un- 
know]is. Have pupils understand the three common 
forms of elimination, but dwell upon the "addition- 
subtraction" method. 

8. Square Root; Radicals; Imaginaries. 

Do not teach all of the chapters on evolution, radi- 
cals, imaginaries, and exponents. Select for the first 
year only such parts as are required for the complete 
solution of quadratic equations ; i. e. square root of 
polynominals and numbers, simplification of surds of 

the form 1^12 and ^-. 

o 

For this, all that is required is a discussion of l^ab 

and v'^. 

Omit cube root. 

9. Quadratic Equations. 

Teach the "factoring" and "completing the square" 
methods. Teach only one way to "complete the 
square." Omit simultaneous quadratics, special higher 
equations, radical equations, the theory of quadratics. 
Introduce the subject graphically. 

The second year's work should include the following 
subjects : 

1. Further study of factoring. 



42 



2. Further study of quadratics, including the for- 
mula method of solution and the theory of quadratics. 

3. Simultaneous quadratics with two unknowns. 
Omit those with more than two unknowns. Give 
graphical introduction to simultaneous quadratics if 
possible. 

4. A brief discussion of radicals, imaginaries and 
exponents. 

5. Radical equations, special equations of higher 
degree. Omit complicated ones. 

6. Binominal theorem for positive integral expo- 
nents and progression if possible. 

Practical proNems. 

In general select concrete rather than abstract prob- 
lems, giving the preference to interest, geometry, per- 
centage, physical, chemical, and other practical prob- 
lems, instead of the "age," "hare and hound," "cis- 
tern," etc., types. Give much drill upon the use of 
formulae. 

GEOMETRY. 

The work in Geometry should aim to accomplish 
these results: 

1. Familiarity with the common geometrical figures 
and the theorems relating to them. 

2. Ability to construct such figures accurately with 
rule and compass. 

3. Reasonable appreciation of deductive reasoning 
and reasonable resourcefulness in applying deductive 
processes to the solution of exercises of moderate dif- 
ficulty. 

4. Reasonable appreciation of the untility of geom- 
etry. 

To do this : 

1. Concrete geometry should be taught incidentally 
and briefly in a series or lessons in the grades. If the 
classes have not had this previous training the first 
five or six weeks in plane geometry should be devoted 



43 



to concrete, inductive work similar in character to 
Spencer's Inventional Geometry. During tiiis period 
let the emphasis be placed upon acquisition of the 
concepts, notation, and nomenclature of geometry, 
rather than upon rigorous proofs. 

2. Throughout the course use drawing instruments 
at the board and upon paper. 

3. Give ''original" exercises almost daily. Teach 
general methods of analysis, such as 'iines may be 
proved equal by showing them to be homologous parts 
of equal triangles." 

4. Have pupils prepare summaries of facts known 
about particular figures: e. g. the facts known about 
isosceles triangles. 

5. Much attention should be given to theorems hav- 
ing practical application. Many exercises should deal 
with real problems selected from surveying, archi- 
tecture, drawing and design. 

6. Algebraic symbolism and reasoning should be 
employed freely. 

7. The less comprehensive theorems should be 
omitted ; for example : 

All incommensurable cases; construction of a 
square having a given ratio to a given square; con- 
struction of a polygon equivalent to one and similar to 
a second polygon ; divide a line into mean and extreme 
ratio ; construction of a regular decagon ; computation 
of the side of a regular polygon in terms of the radius. 

8. In book V, place the emphasis upon the use of 
the general theorems developed, giving as much of the 
development as the class can grasp. 

9. Insist upon good form in the presentation of oral 
and written recitation. Half statements should not 
be accepted. Insist upon the quotation of full the- 
orems as authorities on a demonstration. 



44 



Solid Geometry. 

Cover the subject as outlined in any modern text. 
Give particular attention to the arithmetical exercises 
and the many applications of the subject. Many 
models should be constructed by the students. 

An effort should be made during the course to show 
the many interesting relations between plane and 
solid geometry. 

COMMERCIAL ARITHMETIC. 

This subject, should be taught with daily i-ecitations 
for one-half year. It should be taught largely for its 
utility and informational value to the pupils. It 
should be planned with reference to the dominant in- 
terest of the class ; the test to be applied to any par- 
ticular subject should be : "Is this topic likely to be 
of any use to any rhember of the class?" 

After making sure of any reasonable skill in per- 
forming fundamental operations discuss short meth- 
ods of calculation, percentage and its application in 
interest, banking, stocks and bonds, discount, etc., and 
mensuration. Give much mental drill upon the sort 
of problems commonly met in daily life. 

Students should be urged to take both solid geom- 
etry and arithmetic. 

General Remarks. 

The following books and magazines contain helpful 
suggestions on the teaching of mathematics and should 
be. read by all teachers of that subject : 

1. The Teaching of Elementary Mathematics. D. 
E. Smith. 

2. The Teaching of Mathematics. J. W. A. Young. 

3. School Science and Mathematics. 

The following general statements of a pedagogical 
character may be made : 

1. Teach principles, not complicated problems. 



45 



2. Spend the class time in teaehing or i)uri)osefu! 
drill, not in indiscriminate recitation or home work. 

3. Insist upon good form in the presentation of all 
mathematics because careless work is fatal to correct 
mathematical thinking. 

4. Inductive methods of development in both alge- 
bra and geometry should be used in the early part 
of the course and in teaching difficult topics. The 
following books will be found helpful : 

1. Essentials of Method. DeGarmo. 

2. The Method of the Recitation. Mc.AIurry. 

It w^ill be found desirable to adopt some of the spirit 
of the laboratory method of instruction of the science. 
Frequently let the whole class period be devoted to 
work. At such times the teacher will find it advan- 
tageous to give assistance mainly to the weaker mem- 
bers of the class. This method of individual instruc- 
tion will create a most desirable spirit in the class and 
will produce a high degree of attainment. 

TEXT-BOOKS. 

Algebra : 

A ley and Rothrock's Essentials of Algebra. 

Beman and Smith's Academic Algebra. 

Collin's Algebra. 

Milne's Standard Algebra. 

Schultze's Elements of Algebra. 

Slaught and Lennes's High School Algebra. 

Stone and Millis' Elementary Algebra. 

Tanner's Elementary Algebra. 

Wells' Algebra for Secondary Schools. 

Wentworth's Elementary Albegra. 

Young and Jackson's Elementary Algebra. 
Geometry : 

Beman and Smith. 

Gore's Plane and Solid. 

Lyman's. 

Milne. 



4fi 



Sanders. 

Schultze and Sevenoak. 
Stoue-Millis Plane and Solid. 
Wells. 
Wentworth. 
Commercial Arithmetic : 
Bigelow and Arnold. 
Moore. 

Moore and Miner. 
Schenck. 

Stone-Mill is Secondary. 
Whigam and Goodyear. 



SCIENCE. 



BOTANY. 

Botany, like any other science, sliould be presented 
in the high school course with reference to certain 
general and fundamental principles that can be 
worked out and comprehended by high school pupils 
in a high school laboratory; for no doubt much harm 
has been done in the past, both to the science and to 
the pupil by attempting to make the work correspond 
more nearly to the elementary course in the college or 
university. However, plants can and should be taught 
in the high school as living things, from the standpoint 
of the general principles of form, structure and func- 
tion, including adaptation to surroundings. 

These topics are not to be presented as abstract or 
isolated subjects, such as morphology, anatomy and 
physiology, but from a concrete basis, and as apply- 
ing to some definite plant or plant argon accessible 
to the pupil. 

In the vast majority of commissioned high schools 
the work will necessarily be confined largely to the 
higher plants, although a few of the lower plants may 
be included in a year's course, as indicated in the 
outline following. The order in which the work of 
the several sections may be taken up is secondary. 
The equipment of the laboratory and the seasons of 
the year may determine very largely the sequence of 
topics : 

Outline of a Year's Course. 

1. Plant as a whole. 

Form, gross anatomy and function of: 
Root, 
Stem, 
Leaf, 
Flower, 

(47^ 



48 



Fruit 

Special forms and functions of root, stem and 
leaf. 

2. A study of the cell with the aid of a microscope 
and text-book, either individually by the pupil or as a 
demonstration by the teacher, noting the important 
details of the structure, the chloroplasts and their 
great function; how cells multiply, and how the plant 
is made up of cells. 

3. A study of the several kinds of flowers. 

a. Arrangement and gross structure. 

b. Trace out in a general way with the class how 

a seed is formed, demonstrating the several 
steps wherever possible with microscope. 

c. Principles of pollination by wind, insects etc. 

(Continue in spring.) 

4. Seeds and seedlings. 

5. Seed distribution in nature. 
Agencies and correlative structures. 

6. Study of trees. 

a. Know trees by leaf and fruit. 

b. Economic uses. 

c. Shade trees. 

Those well adapted. 

Enemies of shade trees. 

Tree mending and pruning. 

Develop sentiment against tree mutilation. 

7. Stenjs and buds. 

a. Buds. (Winter condition of trees.) 

b. Structures of dicotyledonous stem. 

c. Structure of monocotyledonous stem. 

8. Lower plants — life — history. 

a. Algae. Pleurococcus. Spirogyra. Cladophora. 

b. Fungi. Yeast, Bacteria, bread mould, rust, 

smut, mildew, toad-stool, lichen. 

c. Liverwort or moss. 

d. Fern. 



41) 



9. Further stiidj' of flowering i)laiits. 
Identification, pollination, adaptation. 

10. Some plant functions in relation to principles of 
agriculture. (This se(!tion may be combined 
with section one, especially if both are 
talven up in the spring.) 

a. How plants drink. 

b. How fluids move in stem and root. 

c. How plants breathe. 

d. The chlorophyll function and food making. 

e. Storage of food. 

f. How plants grow. 

g. Behavior toward gravity, light, moisture, con- 

tact, etc. (Special senses of plants.) 
h. Plant protection, 
i. Special adaptations. 
(Ecological.) 
11. Tree Planting — Arbor Day. 

Beautifying of home and school premises. 

Equipment. 

The cliaracter and scope of desirable work under 
these various heads is indicated with sufficient accu- 
racy in the various text-books in Botany on the mar- 
ket. Additional books recommended for this course 
are Atkinson's "Elementary Botany," ''Elementary 
Botany," L. H. Bailey, Sedgwick & Wilson's "Biol- 
og5^" Goodale's "Physiological Botany," Arthur, 
Barnes and Coulter's "Handbook of Plant Dissection," 
Bergen's "Elements of Botany," Bower's "A Course of 
Practical Instruction in Botany," Strasburger, Schim- 
per, Schenck and Noll's "Lehrbuch der Botanik," Eng- 
lish translation. 

The following articles should be found in every 
botanical laboratory : 

Good microscopes. 
Glass slides. 



50 



Cover glasses. 

Razors. 

Camel's hair brushes (small). 

Watch glasses (flat on bottom). 

Dissecting needles (self-made by forcing sewing 
needles into slender handles). 

Fine pointed forceps. 

Chemical reagents, such as iodine, glycerine, potas- 
sic-hydrate, potassic-iodine, and a few stains, such 
as fuchsin, cosin and safranin. 

ZOOLOGY. 

Assuming that one-fourth of the student's time for 
one year is devoted to the subject, the following 
scheme may be followed : 

Fall and winter, a study of comparative anatomy of 
a series of animals, beginning with the lower types. 
In this the organism as a living thing may be con- 
sidered, and then its parts, noting the division of the 
body into definite organs and systems for definite 
functions, and the gradual increase in complexity and 
efiiciency of these organs and systems as the higher 
types are reached. Detailed outlines for the study of 
individual forms are to be found in Nos. 1, 2, 3, 10 
and 14 of the books mentioned below. The spring may 
be taken up with a more detailed study of some forms 
familiar to the teacher. In this connection frequent 
excursions must be taken and especial attention paid 
to the variety of species found, the character differing 
most in the different species, the peculiar surround- 
ings in which each lives, the peculiarities that fit each 
one to its peculiar home, the habits of each species, 
the coloration of each species as compared with its 
surroundings, the comparative number of individuals 
of each species, the difference between individuals of 
the same species. For this purpose Nos. 7 and 8 of 
the books given below will be found useful : Nos. 2, 
4, 5, 6, 7, 8, 11 and 15 books mentioned below should 



51 



he accessible in tlie laboratory. Each student should 
be supplied with 1, 2, 3, 10 or 11. 

Each laboratory should secure through the Con- 
gressman of the district the publications of the Agri- 
cultural Department on noxious and beneficial plants, 
birds, mannnals and insects. 

1. Studies of Animal Life. Walter, Whitney & 
Lucas. 

2. Elementary Zoology, Davenport. 

3. Elementary lessons in Zoology, Needham. 

4. Elementary Biology, Parker. 

5. Invertebrate Morphology, McMurrich. 

6. Comparative Anatomy of Vertebrates. Wieder- 
sheim. 

7. American Insects, Kellogg. 

8. Manual of Vertebrates, Jordan. 

9. Comparative Zoology, Kingsley. 

10. Invertebrate and Vertebrate Zoology, Pratt. 

11. Jordan & Kellogg's Animal Life. 

12. French's Animal Activities. 

13. Kellogg's Elementary Zoology for High Schools. 

14. Zoology Descriptive and Practical. Colton. 

15. Hertwig's Manual of Zoology, Kingsley. 

16. Parker & Haswell, Text-Book of Zoology. 

The laborato^' should be well lighted with table 
space of 2^ x IJ feet for each student, and should con- 
tain two compound microscopes, five dissecting micro- 
scopes, one scalpel, one pair of scissors, one pair of for- 
ceps, one blow pipe, hand lens and mounted needles. 

Marine animals for class use may be obtained of 
the Marine Biological Laboratory, Woods Hole, Mass. 

Alcohol may be purchased for schools at about 50 
cents per gallon. Application should be made to some 
distillery to set aside ten gallons or more for with- 
drawal, duty free. A bond must be given for twice the 
amount of the tax of the alcohol to be so withdrawn. 
Printed Instructions may be secured from the nearest 
collector of internal revenue. 



PHYSICS. 

It is recommended that this science be omitted from 
the high school curriculum rather than intrust its 
presentation to a teacher who has not had at least one 
year's work in Physics, in a college having a good 
physics laboratory. If physics cannot be taught well, 
substitute for it a science that can be. It makes not 
so much difference tchat is taught, as how it is taught. 

Where conditions permit, the work in phj'Sics should 
consist of two parts : ( a ) Recitation work based on 
a good text-book and illustrated by experiments — 
chiefly qualitative experiments performed by the 
teacher and, in some cases, repeated by the pupil; (b) 
Laboratory work in which the pupils perform the ex- 
periments and the experiments are largely quantita- 
tive. Where time and room are somewhat limited the 
two kinds of work may be done in conjunction. It is 
the sense of the State Board of Education that the 
course in physics should emphasize the explanation of 
natural phenomena in a manner which can be appre- 
ciated by high school pupils of average ability, and 
that the course should not overemphasize the mathe- 
matical aspects of the subject. Do not discourage the 
class by much problem solving. Omit the laboratory 
work if you do not have laboratory equipment, but do 
not attempt to teach the sul)ject without illustrative 
apparatus. 

List "A" represents the minimum of equipment. 
Lists "B" and "C" should be added as soon as pos- 
sible : 

List A. 

(For an appropriation of $100.) 

Two meter sticks. 
Adhesion disk. 
1 doz. Prince Rupert drops. 
Brass ball 1^ in. diameter. 
Wood ball IJ in. diameter. 



53 



Lend ball 1?, in. diameter. 

:\ English and Metric balances. 

1 Harvard trii) balance. 

Support and pans for balance. 

1 boss ol brass weights, 500 gr. 

1 set of universal weights. 

1 air pump and compressor. 

1 receiver plate. 

1 bell jar^ open. 

1 Boyles law tube. 

1 barometer tube, straight, sealed. 

5 lbs. of mercury. 

5 lbs. assorted glass tubing. 

12 feet 3-16 inch rubber tubing. 

Cork borers. 

1 gross assorted corks. 
Hydrometer for heavy liquids. 
Hydrometer for light liquids. 

2 hydrometer jars, 12 in. by 2 in. 

Double scale thermometer, etched, 300 degrees. 

Double scale thermometer, etched, 100 degrees. 

Lodestone. 

Pair of 8-inch bar magnets. 

Horseshoe magnet, 6-inch. 

1 lb. iron filings. 
Helix and ring. 
Magnetic needle, agate cap. 
Friction rod, wax. 
Friction rod, glass. 

2 friction rods, hard rubber. 
Electroscope. 

l*ith balls and cord. 

Wimhurst machine, 8-inch. 

Electrophorus disk and plate. 

Proof plane. 

2 gravity cells. 

Dry cell. 

Primary and secondary coil. 



54 



Dissectible motor. 

Decomposition of water apparatus. 

Telephone receiver. 

Telephone transmitter. 

Lecture table, demonstration galvanometer. 

Resistance box. 

Electric bell. 

Brass wire spiral spring. 

Adjustable tuning fork. 

Concave and convex mirrors. 

2 prisms, equilateral, 4-inch. 

1 mounted lens, 5-inch. 

1 set of demonstration lenses. 
Iceland spar. 

2 retort stands, 3 rings each. 

1 clamp. 

2 Bunsen burners. 
1 soldering outfit. 

1 double scale graduate, 500 cc. 
1 lb. double cotton covered office wire. No. 18. 
Tin cups, glasses, chemicals and other supplies, to 
be purchased of local dealers as needed. 

List B. 
(For an appropriation of $150.) 

Items of List A. 
Ball-bearing rotator. 
Centrifugal ring to fit rotator. 
Balls, unequal weight, on frame. 
Glass globe for rotator. 
Crovas disk. 
Siren disk. 
Color disk. 

Manometric flame apparatus. 
Specific gravity bottle, adjusted. 
Dipping needle. 
Dissectible Leyden jar. 
Fuller cell complete. 
Mechanical power apparatus. 



55 



Seven in one apparatus. 
Stop cock, both ends for tubing. 
Air thermometer tube. 
Sympathetic forks and hammer. 

List C. 
(For an appropriation of $250.) 

Items of Lists A and B. 

Micrometer caliper, 1-5 cm. 

Collision balls, on frame. 

Second law of motion apparatus. 

Inclined plane. 

Harvard apparatus for latent and specific heats. 

Pair of parabolic reflectors. 

Palm glass. 

Chaladni plates, large size. 

Sonometer, with weights. 

C tuning fork, mounted, without hammer. 

A tuning fork, mounted, without hammer. 

Tourmaline tongs. 

Porte Lumiere. 

Optical disk, including refraction tank. 

Geissler tube. 

Tangent galvanometer, complete. 

Wheat^one bridge. 

Wireless telegraph outfit, complete, including large 
size induction coil. 

Balance of $250 to provide blinds for darkening the 
room, apparatus case, etc. 

If room is not situated so that sunlight can be re- 
flected into it, omit the porte lumiere and optical disk 
from the above list. 

If building is not supplied with gas, omit Bunsen 
burner and buy a gasoline blast lamp. 

If laboratory work is arranged for and the class is 
large, it will be necessary to duplicate such pieces as 
meter sticks, balances, weights, cells, galvanometers, 
resistance boxes, etc. 



56 



Library Reference Books. 

Mann and Twiss, Physics. 

Gage, Principles of Physics. 

S. P. Thompson, Elementary Lessons in Electricity 
and Magnetism. 

Thompson, Light, Visible and Invisible. 

Lodge, Pioneers of Science. 

Ganot, Physics. 

Houston & Kennedy, Electricity Made Easy. 

Duncan, The New Knowledge. 

Hopkins, Experimental Science. 

Hanchett, Alternating Currents. 

Fournier, The Electron Theory. 

Watson, Text-book on Physics. 

Field. Story of the Atlantic Telegraph. 

Ives, Flame, Electricity and the Camera. 

Whitham, Recent Developments of Physical Science. 

The text-book should be selected with reference to 
the equipment of the laboratory, age of pupils, time 
given to the subject, and the preparation of the teach- 
er. The following are a few of the many good text- 
books that might be named : 

Carhart and Chute, Text-Book on Physics. 

Crew & Jones, Elements of Physics. 

Culler, Text-book of Physics. • 

Hoadley, Physics. 

Millikan and Gale, First Course in Physics. 

CHEMISTRY. 

The study of chemistry, accompanied by individual 
experimental w^ork by the pupil and demonstrations 
by the teacher, provides excellent training in obser- 
vation and a useful knowledge of important natural 
and industrial processes, as well as in logical thinking. 
Tlie aim of the course in the high school should be 
mainly to secure an understanding of fundamental 
l»rincii)les aiid the development of the powers of ob- 



5' 



sei'VJitioii, deduction and expression. The pupil should 
not be led to think that he is being trained in the 
practice of analytical chemistry. 

The course should include the study of a suitable 
text, accompanied by experiments done by the pupil 
to show the method of preparation and the properties 
of various substances. These should be supplemented 
by demonstrations by the teacher, showing the quan- 
titative relations concerned in some fundamental re- 
actions. The pupil may thus become familiar by ob- 
servation with the experimental evidence of the more 
important quantitative laws, and thus realize that 
our present theories have been deduced from and are 
not the causes of the facts observed. 

With this in view, most of the time commonly de- 
voted to qualitative analysis may well be given to 
more thorough work in general chemistry. Analytical 
work in the high school, unless under the guidance of 
a very exceptional teacher, is limited in its instruc- 
tional value and has little direct application unless 
supplemented by more advanced study and practice. 

Not less than one year should be given to the study 
even in its elementary outline. Three recitations and 
two laboratory- periods per week is a desirable ar- 
rangement. Very little is gained from a course in 
chemistry without laboratory work. Unless a high 
school can afford a fairly good equipment for labora- 
tory w^ork chemistry had better not be taught at all. 
Work tables, with gas and water attachments and a 
complete supply of materials and apparatus needed 
for the course should be provided. To put a heavy 
burden upon the instructor by placing him under the 
Tiecessity of spending half of his time in devising ap- 
paratus out of a lamentable scarcity of material is 
unfair to student and instructor. 

The text-books on chemistry, intended for use in 
high schools, contain complete lists of the supplies 
required for the course. It is alwaj^s best to furnish 



58 



each student with as complete an outfit as possible, 
and to hold him responsible for the same. A list of 
the supplies needed should be sent to a number of 
firms for quotation on prices. In ordering any piece 
of apparatus a certain form in some catalogue should 
be designated ; otherwise it will be impossible to com- 
pare prices. 

The following are some of the most recent texts 
which are best adapted to high school work : 

An Elementary Study of Chemistry, McPherson & 
Henderson. 

Godfrey's Elementary Chemistry and Godfrey's 
Laboratory Manual. 

Briefer Course in Chemistry, Remsen. 

Davis's Chemistry for Schools. 

Experimental and Descriptive Chemistry, Newell. 

Elementary Principles of Chemistry, Young. 

Essentials of Chemistry, Hessler & Smith. 

Greene and Keller, Lessons in Chemistry. 

Newth's Elementary Chemistry. 

PHYSICAL GEOGRAPHY. 

It is recommended that the work in Physical Geog- 
raphy occupy not less than three, and if possible, five 
exercises per week throughout one year, and that it 
be given in the latter part of the high school course. 
This work should include a brief study of the earth as 
a member of the Solar System — its form, motions, di- 
mensions, and relations to the other members of the 
system. While this part of physical geography usually 
precedes the study of the surface features of ±he 
Globe, it would be studied with more interest and 
success at a later period. The study of the surface 
of the earth should include a consideration of the 
lithosphere (land surface), atmosphere and hydro- 
sphere (the ocean). The study of the land surface 
should include a consideration of the following: Re- 



59 



lief fojitures, work of the atmosphere, of running 
^^•ater and ground water, snow and ice, lakes, vul- 
canism, crustal movements, etc. This part of the 
course should be given in the fall or spring of the 
year in order that it may be accompanied by field 
work. Illustration of the subject by field work, rather 
than by laboratory work, should be undertaken wher- 
ever possible. The study of the atmosphei*e should 
include consideration of the composition and constitu- 
tion of the air, its temperature, moisture, pressure 
and circulation, and the study of weather and climate; 
all based on daily instrumental observations, prefer- 
ably in the winter months. The daily weather maps 
may be obtained from the Indianapolis Station with- 
out charge. The study of the Ocean should include 
the form, extent and depth of the ocean basins, na- 
ture and composition of sea water ; and movements 
of the ocean, including tides, currents and waves. 

The bearing of the various parts of the subject on 
biologic, economic and sociological questions should be 
kept in mind and duly emphasized. If time permits, 
it is well to study in some detail, toward the end of 
the course, the geography of some selected region or 
regions with a view especially to pointing out these 
relations between the physical environment and its 
plant, animal and human inhabitants. 

Such a course as outlined above may be based on 
any one of the following text-books, which are given 
in their alphabetical order : 

Davis, ''Physical Geography." 
Davis, "Elementary Physical Geography." 
Dryer, "Lessons in Physical Geography." 
Fairbanks's "Practical Physiography." 
Gilbert and Brigham's "Introduction to Physical 
.Geography." 

Hopkins' Physical Geography. 

Salisbury's "Physiography" (briefer course). 

Tarr's "New^ Physical Geography." 



60 



Tlie following list of reference books includes stand- 
ard text-books of Geology and Geography, and a num- 
ber of more or less popular treatises on special toi)ics: 

Chamberlain and Salisbury's "(Geology" (three vol- 
umes ) . 

Dana's "Manual of Geology.'' 

Geikie "Text-book of Geology" (two volumes). 

Scott's "An Introduction to Geology." 

Salisbury's "Physiography" (advanced course). 

Powell and others, "Physiography of the United 
States." 

Shaler and Davis, "Illustrations of the Earth's Sur- 
faces." 

Shaler's "Aspects of the Earth." 

Geikie, "Fragments of Earth Lore." 

Geikie, "Earth Sculpture." 

Dryer's "Studies in Indiana Geography." 

Russell, "Lakes of North America ;" "Rivers of 
North America ;" "Glaciers of North America ;" "Vol- 
canoes of North America." 

Brigham's "Geographic Influences in American His- 
tory." 

Semple's "American History and Its Geographic 
Conditions." 

Marsh's "The Earth as Modified by Human Ac- 
tion." 

Toothaker's "Commercial Raw Material." 

Herbertson's "Man and His Work." 

Coulter's "Plant Relations." 

Kellogg's "Animal Relations." 

Davis's "Elementary Meteorology." 

Waldo's "Elementary Meteorology." 

COMMERCIAL GEOGRAPHY. 

The course in Commercial Geography is essentially 
and fundamentally a study of the relationship be- 
tween man's activities and his environment. It is an 
exposition of the extent to which he more or less sue- 



61 



(essfully wrests from his surroundings satisfaction 
of his economic needs; it shows the modifying effects 
of man's activity upon his environment and reveals 
the restrictions placed upon him. 

Commercial Geography makes use of or gives the 
pupil instruction along the following lines : 

(a) A comprehension of the subject-matter of physi- 
cal geography — best obtained by a prior study of 
physiography ; otherwise time must be devoted to tlu^ 
study of environment, not relationship. 

(b) A study of the "raw materials of commerce" is 
essential. This should not be confined to "book-study" 
but should follow the lines of laboratory work, and 
collections of such materials made. This collection 
can be purchased outright, or it can be made by the' 
co-operation of teacher and pupils, time and energy 
taking the place of funds. The collection should em- 
brace samples of raw material, material in various 
stages of manufacture, photographs of operations and 
descriptive articles. (Upon application, the Secretary 
of the Philadelphia Museum, Philadelphia, Pa., will 
mail a very instructive catalogue describing commer- 
cial collections.) 

(c) To realize the extent to which these raw ma- 
terials and their finished products enter into com- 
merce, teach the pupil to use intelligently the govern- 
ment publications. Many may be had for the asking. 
especially by wanting to your congressman, others can 
be had at a very small outlay. (Write to the Sui>er- 
intendent of Documents, Washington, D. C., for 
monthly catalogue of publications.) 

Properly done, this reference work will develop in 
pupils the power and desire to seek information first 
hand from the authorities on the subject, and will also 
impress upon him the Government's desire to co- 
operate in the activities of every-day life. The use of 
statistics should be a means to an end, and not an 
end in itself. 



62 



(d) Coroioare the countries, their products, espe- 
cially the extent of the distribution of the products, 
facilities of transportation, etc. A general view of 
the principles involved in transportation should be 
given ; show specifically how the problem is being met 
in our own country. 

(e) Many other points will be noted which can not 
be mentioned here. But in all the work, individualize 
the different countries, seek the prominent traits and 
characteristics of the people, historically, socially, in- 
dustrially, politically, for the purpose of stimulating 
interest in the human element. 

Text-Books. 

Adams, ''Commercial Geography." 
Adams, ''Elementary Geography." 
Gannett, "Garrison," Houston. 
Redway, "Commercial Geography." 
Robinson's Commercial Geography. 
Trotter's "Geography of Commerce." 
Best single volume for reference — "International 
Geography," edited by Mills. 

GEOLOGY. 

It would be far better for the student and the 
school not to attempt to teach Geology than to give a 
disconnected and poorly balanced course. In case, 
however, it is thought desirable to include this sub- 
ject, it is recommended that it be taught either in 
connection with Physical Geography, or that the phys- 
iographic phases of Geology be emphasized. It should 
be given in the latter part of the high school course ; 
jind for at least one term of daily work, or throughout 
the year, if given as a two-hour course. The work 
should be as largely observational as possible. Field 
work in the vicinity of the school is nearly always 
possible and should be considered as an essential part 



03 



of the work, and as more valuable than either class 
or laboratory exercises. 

The high school course in Geology may preferably 
be based on some standard text-book, such as Nor- 
ton's ''Elements of Geology," or Scott's "Geology," or 
Brigham's ^'G^cology," or Tarr's "Elementary Geology." 

As reference books on (ieology the following are 
recommended : 

Chamberlain and Salisbury, "Geology." Three vol- 
umes. 

Dana, "Manual of Geology." 

Geikie, "Geology." Two volumes. 

Shaler, "Story of Our Continent." 

Shaler and Davis, "Illustrations of the Earth's Sur- 
face." 

Shaler, "Sea and Land." 

Russell, "Volcanoes of North America." 

Kussell, "Rivers of North America." 

Russell, "Glaciers of North America." 

lUissell, "Lakes of North America." 

Salisbury, "Physiography." Advanced course. 

Powell and others, "Physiography of the United 
States." 

Shaler, "Aspects of the Earth." 

The topographical sheets and folios of the United 
States Geological Survey will also be found very use- 
ful in carrying out laboratory work in map study. 



SUGGESTIVE COURSE IN AGRICUL- 
TURE FOR HIGH SCHOOLS. 



Agricultural Botany. — Agricultural Botany should 
differ from the regular course in botany only in the 
respect that common agricultural seeds, plants, and 
materials should be used, and the principles of the 
subject given a practical application. A study should 
be made of the structure, character, and classification 
of the seeds, roots, stems, and leaves of corn, wheat, 
oats, beans, pumpkins, lettuce, carrots, beets, peas, 
clover, alfalfa, timothy, blue grass, raspberry, straw- 
berry, couch or quack grass, Canada thistle, common 
thistle, burdock, plantain, etc. Collect, press, mount, 
name, classify, and preserve specimens of weeds and 
plants found in the community. Collect, name, classify 
and preserve seeds of obnoxious weeds and other 
plants of the community. Study methods of eradica- 
tion of obnoxious weeds, giving attention to the way 
the plant is propagated. 

Drawing — Farm Buildings. — In this course the 
general instruction should be similar to that given in 
mechanical drawing, using for subjects the home, 
farm, or grounds, farm buildings, etc. A drawing of 
the home farm should be made showing location of 
buildings, garden, orchard, well, fences, gateways, 
roads, etc. Plans for improvement in the arrange- 
ment should be required. The student should draw 
the front, side, and end views, together with floor 
plans of the barn, hog house, and poultry house, on 
their home place or in the neighborhood. After some 
practice, draw some views of the dwelling house. Ex- 
act measurements should be required and drawing 
done to a scale. Later the student should design and 
draw plans for a modern home, a dairy barn, horse 
barn, grain barn, hog house, and poultry house. 

(64) 



66 



Soil Physics. — Soil Physics should follow the gen- 
eral lines followed in general Physics, except that 
soils should be used in giving illustrations and making 
experiments. Especially should the percolation, capil- 
lary attraction, evaporation, absorption and radiation 
of heat, influence of color on temperature, circulation 
of air through soils, effect of humus and lime on 
adhesiveness, etc., be studied in connection with clay, 
sand, and muck. Determine organic matter in clay, 
sand, muck, and loam by burning. 

Horticulture. — Under this subject should be 
studied the products of the garden and orchard, and 
landscape gardening. Lectures and practical exercises 
that treat of the principles of plant propagation, in- 
cluding the operation involved in grafting, budding, 
layering, pruning and thinning; selection of varieties, 
care and cultivation of orchards and small fruits ; 
planting and cultivation of vegetables for home use 
should be given. Give attention to adaptation of vari- 
eties now growing in the vicinity. A study of injuri- 
ous insects, scales, and diseases, with treatments, 
should be made. Secure specimens of San Jose scale, 
black knot, maple cottony scale, peach leaf curl, apples 
affected with bitter rot, peaches affected with brown 
rot. Study remedies for same. Exercises in the mak- 
ing of spray mixtures should also form a part of the 
course. 

Animal Husbandry. — The course in Animal Hus- 
bandry should include a study of the live stock of the 
farai, their care, feeding, and management. Study 
the origin, history of the development, and breed char- 
acteristics of the important breeds of horses, cattle, 
sheep and swine. Study feeds and their uses. Score 
individual animals and groups of common classes of 
beef cattle, dairy cattle, horses, sheep and swine. At- 
tempt to make clear why certain points on score 
cards are more important than others. Also study the 
breeds and types of poultry and the methods of hous- 



hig and feeding for growth and egg production. Score 
individuals and groups of several breeds of poultry. 

Farm Crops. — In the study of farm crops a collec- 
tion should first be made of the seeds and plants of 
all the common farm crops ; corn, wheat, oats, clover, 
alfalfa, timothy, soy-beans, cow-peas, etc. This should 
be followed w^ith a study of the characteristics, cul- 
ture, and uses of each crop. . Make a study of rota- 
tions now in use in the vicinity and possible improve- 
ments in same. Note kind of fertilization needed for 
each crop. Also study varieties of the several crops; 
in the vicinity and those which might be introduced.. 
Diseases and insects affecting farm crops and the 
method of holding them in check. Collect, name, 
classify, and preserve samples of oat smut, wheat 
smut (loose and stinking), corn smut, potato scab, 
rusts of oats, etc. Study life history of each, to- 
gether w^ith methods of control. Where manufactured 
products of these crops can be obtained, a study of 
same should be made. 

Judging Farm Crops and Grains. — This work con- 
sists of scoring and grading grains and testing seeds 
for germination and purity. 

Agricultural Chemistry. — G e n e r a 1 Chemistry 
should be the basis of the year's work. During the 
latter part of the year give some attention to the 
composition of plant and animal bodies; value of 
clover as a fertilizer ; principles of manuring ; the use 
of commercial fertilizer, etc 

Dairying. — Under this subject should be studied 
the composition and properties of milk; the care of 
milk and milk products; the Babcock test; the cream 
separator; the ripening and churning of cream; the 
working and packing of butter ; the judging of dairy 
cows ; the feeding and management of the dairy cow 
and the i*elation of dairy farming to the maintenance 
of soil fertility. 



67 



REFERENCE BOOKS. 



Agricultural Botany. 

Agricultural Botany. John Percival. Duckwortli iV: 

Co., London, Eng. 
Plant Studies. Coulter. Appleton Co., Chicago. 
Plant Relations. Coulter. Appleton Co., Chicago. 

aS'O'// PInjsics. 

Soils. Fletcher. Doubleday, Page & Co., Chicago. 
The Soil. Hall. E."P. Button & Co., New York. 
Soils. Lyon & Fipi^in. MacMillan, New York. 
Physical l*roperties of Soil (Laboratory Manual). 
P. McCall. Orange Judd Co., New York. 

lIorticidtiirG. 

Garden Making. Bailey. MacMillan, New York. 
Principles of Fruit Growing. Bailey. MacMillan, 

New York. 
Pruning Book. Bailey. MacMillan, New York. 
Nursery Book. Bailey. MacMillan, New York. 
Vegetable Gardening. Greene. Webb Pub. Co., St. 
Paul, Minn. 

Annual Husbandry. 
Animal Breeding. Shaw. Orange, Judd Co. 
Types and Breeds of Farm Animals. Plumb'. Ginn 

& Co. 
Judging Live Stock. John Craig. Kenyon Printing 

& Mfg. Co., Des Moines, la. 
Feeds and Feeding. W. A. Henry, Madison, Wis. 
Profitable Stock Feeding. H. E. Smith, Lincoln. 

Neb. 
I'rinciples of Breeding. Davenport. Ginn & Co.. 

Chicago. 

Farm Crops. 

The Cereals in America. Hunt. Orange, Judd Co.. 

New York. 
Examining and Grading Grain. Lyttleton & Mont- 

goinery. Ginn <& Co., Chicago, 



68 



Ar/ricultural Chemistry/, 

Chemistry of the Farm. R. Warrington. Orange, 
Judd Co. 

Soils and Fertilizers. H. Snyder. MacMillan Co. 

Fertilizers. Voorhees. MacMillan. 

Chemistry of Plant and Animal Life. Snyder. Mac- 
Millan. 

Fertility of the Land. Roberts. MacMillan. 

First Principles of Soil Fertility. Vivian. Orange, 
Judd Co. 

Soil Fertility and Permanent Agriculture. Hopkins. 
Ginn & Co. 

Dairying. 

Testing Milk and Its Products. Farrington & Woll. 
Mendcta Book Co., Madison, Wis. 

Milk : Its Nature and Composition. C. M. Aikman. 
Urner-Barry, New York. 

First Lessons in Dairying. VanNorman. Orange, 
Judd Co., New York. 

Dairy Farming. Michels. Prof. Jno. Michels, Ith- 
aca, N. Y. 

Milk and Its Products. Wing. MacMillan, New 
York. 

For Plant Diseases. 

Diseases of Plants. H. M. Ward. E. & J. B. Young 
Co., New York. 

Minnesota Plant Diseases. E. M. Freeman, Univer 
sity of Minnesota, St. Anthony Park, Minn. 

Moulds, Mildews and Mushrooms. L. M. Under- 
wood. Henry Holt Co., New York. 

Drawing. 
Barn Plans and Outbuildings. Orange, Judd Co. 
Farm Buildings. Sanders Publishing Co., Chicago. 

Poultry. 
American Standard of Perfection. American Poul- 
try Association, Mansfield, O. 



68 



Progressive Poultry Cultui-e. Brigham. Torch 

Press, Cedar Rapids, la. 
Poultry Breediii.i;. Miller Purvis. Sanders Pub. Co.. 

Chicago. 

(icneral AgriciiKnrc. 

Farm Accounting and Business Methods. Juo. A. 
Bex ell. Home Correspondence School, Spring- 
field, Mass. 

Reports of the Commission on Country Life. Stur- 
gis & Walton Co., New York. 

Elements of Agriculture. Warren. MacMillan Co. 

Fundamentals of Agriculture. Halligan. D. C. 
Heath, Chicago. 

Agriculture for Common Schools. Fisher & Cotton. 
Chas. Scribner's Sons, New York. 

Agriculture for Young Folks. A. D. & E. W. Wilson. 
Webb Pub. Co., St. Paul, Minn. 

Elementary Principles of Agriculture. Ferguson. 
A. L. Ferguson, Sherman, Tex. 

Farm Accounting and Business Methods. Jno. A. 
Bexell. Home Correspondence School, 368 Main 
St., Springfield, Mass. 

Chapters in Rural Progress. Butterfield. Univer- 
sity of Chicago Press, Chicago, 111. 

Education for Efficiency. Davenport. D. C. Heath. 

Agriculture, 3 vols. Brooks. Home Correspondence 
School, Springfield, Mass. 

Rural School Agriculture. Davis. Orange, Judd 
Co. 

Wilkinson's Asjriculture. American Book Co. 



MUSIC. 



The vitality of a course of music iu liigli schools is 
deteriuined by three elements : First, the attitude of 
the students to^Yard the subject; secondly, the musical 
material, and, lastly and chiefly, the teacher. Of 
these determining factors, the first depends largely 
upon the second and third. Given a supply of good 
music that appeals to the pupils and given also an 
enthusiastic and inspiring teacher, the best possible 
beginning has been made. 

Many standard high school music books ofter a good 
selection of material, and most publishing houses 
carry a good line of the right sort of supplementary 
music, costing only a few cents a copy. 

Generally speaking, music with good strong words 
should be selected. Avoid the commonplace both in 
music and words. But it must be pleasing to the 
pupils or they will not enter heartily enough into the 
work to make their music study a real means of edu- 
cation. 

Variety in the music to be used is necessary, and 
this applies to each lesson ; hard work can be gotten 
from a music class through an entire music period if 
the pieces offer sharp contrast with one another. 
Unison songs are good because they unite the class in 
the same melody, thus emphasizing the idea of unity. 
Part songs are good for a different reason. They ap- 
peal to and educate the sense of harmony and widen 
the musical horizon of the pupils. It will be wise to 
use both kinds of songs. 

During the music lessons no time should be lost and 
the subject should not be allowed to drag. If a piece 
proves not to be acceptable upon any particular day, 
it is wise policy to quietly turn to some other more 
congenial song. Do not work too long upon any one 

(70) 



71 



difficulty ; stop when the interest stops, other things 
being equal. In taking up a new song, it is wise to 
sing it through without halting to correct mistakes. 
This gives the class a chance to grasp the song as a 
whole and to seize upon its general spirit ; it also 
forces reading the music more into prominence, since 
the attention is fixed upon the rendering almost exclu- 
sively. If possible, the work should be so planned that 
a new song could be started in every lesson, or at least 
every alternate lesson. 

It is of the utmost importance that the pupils be 
taught to keep time for themselves and not to depend 
upon either the teacher or their neighbors. This re- 
sult may be secured by diligent work, the class count- 
ing the time of a few measures while the teacher 
plays. Then they should mentally feel these counts 
when they sing. 

The voices should be kept up; the vitality and 
character of the voice do not appear unless the tones 
are placed well above the throat. This, like keeping 
time referred to in the last paragraph, is one of the 
good habits pupils should gain from their work in 
music. Generally speaking, when any piece is sung 
only indifferently well, it is largely the poor placing 
of the voice which is at fault. 

Besides vocal music, the pupils may, under favorable 
condiyons, become acquainted with some good stand- 
ard instrumental pieces. In most high schools some 
of the pupils play the piano or other instruments 
skillfully, and the teacher will do well to have such 
pupils play for their fellow pupils. Some system may 
be brought to bear upon this work by having the class 
hear a few pieces several times during a school term. 
This is better than having a new piece played every 
time. 

It will be well for the teacher to say a word or two, 
if possible, of explanation of the music or perhaps say 
a few words about the composer. The best results 



72 



will be obtained by lieeping such work as has been out- 
lined as informal as possible. 

In conclusion it is well to emphasize the fact that 
it is the pupils and not the subject which should be 
the teacher's chief care. No teacher who understands 
the subject of music thoroughly will go far astray if 
she does not forget the pupils in her anxiety to teach 
the subject. 

The following is a list of selections suitable for high 
school music, graded according to the degree of diffi- 
culty : 

HIGH SCHOOL MUSIC. 

Coda. 

(Ginn & Co.) 
Easy: 
No. 

32 Spring's Bright Glances (Somnambula) 2c 

293 A Sailor's Song (Harper) 3c 

44 Happy and Light (Bohemian Girl) 2c 

323 King of the Forest Am I (Parker) 4c 

379 The Soldier's Dream, Paul Rodney 4c 

25G The Old Guard 4e 

34 Come to the Fair (Martha) 2c 

297 The Clang of the Forge, Paul Rodney 3c 

259 In the Harbor We've Been Sheltered (Mar- 
tha) 3c 

288 Sailing Marks 3c 

43 Pretty Village Maiden (Faust) 2c 

70 Away, the Morning Freshly Breaking 2c 

255 Join in Pleasure (Erminie) 3c 

192 Gloria from Twelfth Mass, Mozart 3c 

203 Five Favorite Anthems 2c 

220 Let Our Voices be Glad, Lecocq 4c 

186 Gloria, Viezie 2c 

341 The Forge, Watson 4c 



73 



Medium Difficult : 
No. 

327 O Lord, How Manifold, Bariiby 4c 

221 The Lawn Party (Waltz Song), Lecocq 5c 

311 Olaf Trygvason, Grieg 5c 

134 Summer Morning, H. Smart 2c 

61 The Vesper Bells, J. Eichberg 3c 

149 Awake! Awake! the Flowers Unfold, Leslie. 2c 

202 Jubilate Deo, B. Tours 2c 

112 Wiegenlied, J. L. Frank 2c 

99 May Day Sports, Gounod 2c 

Difficult : 

333 The Joy of the Hunter, Weber 4c 

181 As Pants the Hart, Spohr 2c 

329 Wake ! to the Hunting, H. Smart 3c 

275 Lady, Rise, Sweet Morn's Awaking, H. Smart. 4c 

83 'Tis May Day Morn, J. L. Hatton 2c 

240 The Miller's Wooing, Faning 5c 

377 Day Break, Faning 6c 

280 Song of Peace, Sullivan 4c 

162 Heaven and the Earth Display, Mendelssohn. 3c 

201 Bridal Chorus from Rose Maiden 5c 

THE LAUREL OCTAVO. 
(C. C. Birchard & Co., Boston, Mass.) 
Easy : 
No. 

141 Lullaby from Erminie, Jakobowski 3c 

30 The Barefoot Boy, Johns 3c 

109 Concord Hymn, Birge 3c 

32 The Flag, Henry K. Hadley 4c 

128 Santa Lucia 2c 

16 A Merry Life, Denza 3c 

25 Uncrowned Kings, Loomis 4c 

134 Freedom's Banner, Harvey 

118 The Banner of the Free, Jude 



74 



Medium Difficult: 

No. 

130 O, Hush Thee, My Baby, Sullivan 2c 

20 June, Schnecker 3c 

140 Song of Illyrian Peasants, Schnecker 3c 

37 The Flower of Liberty, Neidlinger 4c 

13 The Recessional, Huss 

Difficult : 
127 O, My Love's Like a Red, Red Rose, Garrett. 3c 
10 O, Captain, My Captain, Edgar S. Kelly 6c 

1 Beautiful Blue Danube, Strauss.. 

87 Honor and Arms, Handel 

72 Jerusalem (Gallia) , Gounod 

THE JENNINGS COLLECTION. 

(The Geo. B. Jennings Co., Cincinnati, Ohio.) 

Easy: 
No. 

8 It is Better to Laugh (Lucretia Borgia) 2c 

79 A Rose in Heaven, Abt 2c 

23 Oh ! Hail Us, Ye Free, Verdi 3c 

27 Praise Ye the Father, Gounod 2c 

91 Soldiers' Chorus, Gounod 3c 

87 Come Where My Love Lies Dreaming, Foster 2c 

65 Battle Hymn, Wagner 2c 

26 The God of Israel, Rossini 3c 

57 Hark ! the Lark, Dr. Cooke 2c 

Medium Difficult : 

92 Who Knows What the Bells Say? Parker. . 2c 

58 Song for Spring, E. Silas 2c 

50 Mighty Jehovah, Bellini 4c 

24 The Dawn of Day, Hastie 2c 

75 The Gallant Troubadour, Watson 4c 

1)0 The Lost Chord, Sullivan 3c 

(m The Morning Sweetly Breaking, Rossini...... 2c 

49 tenfold. Ye Portals, Gounod 3c 

63 Sleep, Gentle Lady, Bishop 2c 

(>(\ I Will Call Upon the Lord, Mozart 4c 



75 



Difficult : 
No. 

47 Hail the Glorious Dawn (Lucia) 2c 

20 Gypsy Life, Schumann 3c 

1-1 How Lovely Are the Messengers, INIendelssohn 3c 

13 He Watching Over Israel, Mendelssohn 3c 

12 Be Not Afraid, Mendelssohn 3c 

44 Light and Gay, Gounod 4c 

86 Pilgrim's Chorus, Wagner 2c 

74 Lovely June, Arditi 3c 

48 Rise ! Sleep No More, Benedict 3c 

45 As the Heart Pants, Mendelssohn 3c 

93 Zion, Awake, Costa 4c 

BEACON SERIES. 

(Silver, Burdett & Co.) 
Easy : 
No. 

141 Recessional, Boyd 2c 

163 God of Our Fathers, Custance 5c 

26 O, How Fair, Romberg 3c 

82 The Lord is Great, Mendelssohn 4c 

38 Wanderer, Schubert 3c 

53 Men of Harlech 3c 

230 The Heavens Resounding, Beethoven 3c 

76 Prayer During Battle, Hummel 3c 

40 Lovely Night, Chwatel 3c 

118 Joy, Joy, Freedom, Benedict 6c 

120 The Banner of the Free, Richards 4c 

Medium Difficult : 

45 O Lord, Most Merciful, Concone 3c 

151 The Quietude of Night (Cavalleria Rusti- 

cana ) , Mascagni 4c 

150 Marching Along, Stanford 5c 

234 Summer Fancies (Waltz) , Metra 5c 

Damascus Triumphal March, Costa 6c 

75 Song of the Vikings, Faning 3c 



76 



Difficult : 

No. 

106 Heavens Are Telling, Haydn 6c 

23 The Water Lily, Gade 3c 

237 Estudiantina, Lacone 5c 

96 County Fair Waltz, Abt 6c 

14 And the Glory of the Lord (Messiah) 5c 

High School Music Books and Song Collections. 

Beacon Song Collection No. 1. Silver, Burdett & Co. 

Beacon Song Collection No. 2. Silver, Burdett & Co. 

The Euterpean. Silver, Burdett & Co. 

The Fourth Modern Music Reader. Silver, Burdett 
& Co. ' 

The Laurel Song Book. C. C. Birchard & Co. 

Natural Advanced Music Reader. (American Book 
Company.) 

Part Songs and Choruses for High Schools. (Amer- 
ican Book Company.) 

Corona Song Book. (Ginn & Co.) 

The Complete Music Reader. (D. C. Heath & Co.) 

Cantatas. * 

King Rene's Daughter, Women's Voices, Smart. 
(Beacon, Series, Silver, Burdett & Co.) 

The Norman Baron, Auderton. (Beacon Series, Sil- 
ver, Burdett & Co.) 

The Building of the Ship, Labee. (Beacon Series.) 

The Lady of Shalott, Women's Voices, Bendall. 
(Natural Course Leaflets.) American Book Company. 



DRAWING. 



The firsi essential in tlie teacliinu- of drawiiiLC is a 
teacher wlio has beoii well trained in the subject , 
Such training shonld have I)'.hmi had in a ^(kxI art 
school. 

The board makes tlu* snu^'estion that it is advisal)l<' 
for the smaller towns ami cities situated in the same 
territory to unite in the employment of a teacher or 
director of drawing. In this way a really competent 
and trained teacher of the subject can be secured. 

Two suggested courses follow : 

Co[ RSE I. 
FIRST HAI.F OF YEAR. 

1. Drawing and painting of plant studies. 
'2. Drawing of objects singly and in groups — in 
outline and limited tone values. 

0. Study of the principles of perspective. Drawing 
in outline. 

SECOXI) HALF YEAR. 

1. Course of Study outlined for the first half year 
with requirement of higher standard of technique. 

2. Study of the elementary principles of decorative 
design. Drawing and painting borders and surface 
patterns. 

Course II. 

FIRST HALF OF YEAR. 

Media : Pencil, charcoal, water color, and simple 
craft materials. 

1. Nature Study — landscape, trees, plants. 

2. Elements of pictorial composition in landscape, 
tree and plant ^York. 

3. Principles of perspective and their application, 

4. Still life composition. 

(77) 



78 



5. Decorative design : 

(a) The study of foundation principles of de- 
sign in good buildings, furniture, rugs, book 
covers, dislies, etc. 

(b) The production of design with nature and 
abstract motives. 

(c) The application of design in stencilling. 
wood block printing or some other line of 
craft work. 

6. The study of a few masterpieces of architecture. 
sculpture, and painting in connection with the civiliza- 
tion that produced them. 

SECOND HALF OF YEAR. 

1. Course of study outlined for the first half year 
with requirement of higher standard of technique. 

2. Application of the decorative work in a line of 
< ratt work differing from that of the first half of the 
year. 

3. Study of the figure. 



PUBLIC SCHOOLS. 



('OAr.MISSIOXED 


' HIGH SCHOOLS. 


Advance. 


Bremen. 


Akron. 


Bristol. 


Albany. 


Broad Ripple. 


Albion. 


Brook. 


Alexandria. 


Brookston. 


Ambia. 


Brookville. 


Aniboy 


Brownstown. 


Anio. 


Bunker Hill. 


Anderson. 


Burnettsville (Burnett's 


Andrews. 


Creek P. 0.) 


Angola. 


Butler. 


Arcadia. 


Cambridge City. 


Argos. 


Cannelton. 


Ashley. 


Carlisle. 


Atlanta. 


Carmel. 


Attica. 


Carthage. 


Anburn. 


Cayuga. 


Aurora. 


Center vi lie. 


*Avilla. 


Chalmers. 


Batesville. 


Charlestown. 


Rattle Gromid. 


Chesterton. 


Bedford. 


Chester Township. 


Berne. 


Churubusco. 


Bicknell. 


Cicero. 


Blind Institute. Indpls. 


Clark's Hill. 


Bloomfield. 


Clay City. 


Bloomington. 


Clayton. 


Bluffton. 


Clinton. 


Boonville. 


Cloverdale. 


Boswell. 


Colfax. 


Bourbon. 


College Corner. Ohio. 


Brazil. 


Columbia City. 



*Commission expired June 30, U)ll. 

(79) 



so 



Coliuiibus. 

CoDiiersville. 

Converse. 

Cory don. 

Covington. 

Crawfordsville. 

Crown Point. 

Culver. 

Cumberland. 

^Cyntbiana. 

Dale. 

Dana. 

Danville. 

Darlington. 

^Dayton. 

Decatur. 

Decker. 

Delpbi. 

Dublin. 

'•'Dunkirk. 

East Chicago. 

Eaton. , 

^^Edinburg. 

Edwardsport. 

Elkhart. 

^Ell^ttsville. 

Elnora. 

El wood. 

English. 

Evansville. 

Evansville (Colored). 

Fairmount. 

Farmersburg. 

Farmland. 

Flora. 

Fort Branch. 

Fortville. 



Fort Wayne. 

Fountain City. 

Fowler. 

Frankfort. 

Franklin. 

Frankton. 

Freelandville. 

French Lick. 

Galveston. 

Garrett. 

Gary. 

Gas City. 

Gaston. 

Geneva. 

Goodland. 

Goshen. 

Gosport. 

Grand view. 

Grass Creek. 

Greencastle. 

Greenfield. 

Greensburg. 

Greensfork. 

Greentown. 

Greenwood. 

Hagerstown. 

Hamlet. 

Hammond. 

Harlan. 

Hartford City. 

Hebron. 

Helt Tp. (Bono P. O.) 

Hobart. 

Hope. 

T^()])owell. 

Huntingburg. 

Huntinirton. 



*Commission expired June 30, lOn 



81 



Ilyiiiera. 
Ulaville. 
Indianapolis — 

Manual Trainin: 

Shortridge. 
In wood. 
Ireland. 
Jamestown. 
Jasonville. 
Jasper. 
Jeft'ersonville. 
Jonesboro. 
Kempton. 
Kendarivllle. 
K<^ntland. 
Ki'wanna. 
Kiii.i2;man. 
Kirklin. 
Knightstown. 
Knox. 
K'lkonio. 
Konts. 
Ladoga. 
Lafayette. 
Lagrange. 
Lagro. 
Laketon. 
Lakeville. 
*LapeL 
Laporte. 
Lawrenceburg. 
Leavenworth. 
Lebanon. 
Letts. 
Liberty. 
Ligonier. 
*Lima. 



Linden. 

*Linlawn (P. O. Wabash) 

Linton. 

Logansport. 

Loogootee. 

Lowell. 

Lynn. 

Lyons. 

McCordsville. 

Madison. 

Madison ( Colored ;i . 

Marengo. 

Marion. 

Markle. 

Martinsville. 

.Alatthews. 

■■^M en tone. 

Michigan City. 

Middlebury. 

Middletown. 

*Milford. 

Milroy. 

Mishawaka. 

Mitchell. 

Monon. 

Monroeville. 

Montezuma. 

Monticello. 

Montpelier. 

Moor esv ill e. 

Morocco. 

Morristown. 

Mount YernoB.. 

Mulberry. 

:\Iuncie. 

Xai^panee. 

Xow Albanv. 



*Commission expired June 30, 1911 



82 



Xe^Y Albany (Colored). 

New Augusta. 

Newburgh. 

New Carlisle. 

New Castle. 

New Harmony. 

New London. 

New Market. 

New^port. 

New Richmond. 

Noblesville. 

North Judson. 

North Liberty. 

North Manchester. 

North Salem. 

North Vernon. 

Oakland City. 

Odon. 

Onward. 

*Orland. 

Orleans. 

^Osgood. 

Ossian. 

Otterbein. 

Otwell. 

Owensville. 

Oxford. 

Paoli. 

Parker. 

Pendleton. 

♦Pennville. 

Perrysville. 

Peru. 

Petersburg. 

Petroleum. 

IMne Village. 



Plaintleld. 

Pleasant Lake. 

Plymouth, 

Portland. 

Poseyville. 

Princeton. 

Redkey. 

■•^Remington. 

Renssalaer. 

Richmond. 

Ridgeville. 

Riley. 

Rising Sun. 

Roachdale. 

Roann. 

Roanoke. 

Rochester. 

Rochester Township. 

Rockport. 

Rockville. 

Rolling Prairie. 

Rome City. 

Romney. 

Rossville. 

Royal Center. 

Royerton. 

Rushville. 

Russiaville. 

Salem. 

Sandborn. 

Scottsburg. 

Selma. 

Seymour. 

Sharpsville. 

* She! burn. 

Shelbyville. 



^Commission expired June 30, 1911. 



H'd 



Sheridan. 

Sliipshewana. 

Shoals. 

=•= Silver Lake. 

South Bend. 

=^= Southport. 

South Whitley. 

Spartanbnr.ir. 

Spencer. 

Star City. 

State Normal High 

School. 
-Stillwell. 
Stinesville. 
*Stockwell. 
Sullivan. 
Summitville. 
Swayzee. 
Sweetser. 
Syracuse. 
Tell City. 
Terre Haute. 
Thornto\Yn. 
Tipton. 
Topeka. 
Union City. 
T'nion Mills. 
Upland. 
Valley Mills. 
Valparaiso. 
*Van Buren. 
Veedersburg. 
'^Versailles. 
Vevay. 
Vincennes. 
Wabash. 



Wakarusa. 
Walker ton. 
Walnut (irove (Arcadia 

P. O.). 
Walton. 
Wanatah. 
Warren. 
Warsaw. 
Washington. 
Waterloo. 
Waveland. 
AVaynetown. 
*West Baden. 
Westfield. 
West Lafayette. 
West Lebanon. 
West Newton. 
Westport. 

West Terre Haute. 
''^Westville. 
*Wheatfield. 
Wheatland. 
Wheeler. 
*Whiteland. 
Whiting. 
Williamsburg. 
Williamsport. 
Winamac. 
Winchester. 
Windfall. 
Wingate. 
Wolcott. 
Wolcottville. 
Worthington. 
Young America. 
Zionsville. 



•Commission expired June 30, 1911. 



84 



CERTIFIED HIGH SCHOOLS. 



Alamo. 

Arlington. 

=-=Bainbridge. 

Bellmore. 

Ren Davis. 

Bippus. 

Boxley. 

Bi'inglinrst. 

Bi'ownsburg. 

Brooklyn. 

Brnceville. 

Bryant. 

Buck Creek. 

Burlington. 

Butler vi lie. 

Cadiz. 

Camden. 

* Campbell sburg. 

Cass (Hamilton P. O.) 

Castleton. 

Center Grove. 

Charlottesville. 

Cbrisney. 

Clarksburg. 

Clark T]^. (Franklin 

R. R.). 
Clay Tp. (Clnypool 

P. O.). 
Clear Creek. 
Coesse. 
Cortland. 
Cory. 
( 'owan. 
Crisman. 
< 'roniwell. 



Crotbersville. 

Cutler. 

Deedsville. 

Deer Creek. 

De Soto. 

Dora. 

Dugger. 

Dupont. 

Earl Park. 

Elberfeld. 

Eminence. 

Epsom. 

Fairbanks. 

Fairland. 

Fayetteville. 

Fisher's Switch. 

Forest. 

Francisco. 

Fremont. 

Fulton. 

Gilboa. 

Gilead. 

Graysville, 

Hamilton. 

Hay den. 

Hazel ton. 

Heltonville. 

Henryville. 

Hillsboro. 

Huron. 

Jefferson Center. 

Kennard. 

Keystone. 

La Fontaine. 

Lancaster Center 



*Ceri'ifif';i'e to expire June 30, 1911. 



85 



La Otto. 

Lapaz. 

Larwill. 

Laurel. 

Lawrence. 

Liberty Center. 

Lincolnville. 

Lizton. 

Lucerne. 

Lynnville. 

Mace. 

Mackey. 

Mtiuilla. 

*Marco. 

Marshall. 

Mecca. 

Medarj^ville. 

Medora. 

Mellott. 

Michigantown. 

Milton. 

Monitor. 

Monroe City. 

Monrovia. 

Montmorenci. 

Mooreland. 

Morgantown. 

Moscow. 

Mt. Comfort. 

Nashville. 

Nead. 

New Palestine. 

New Pekin (Pekin P. O.) 

New Ross. 

New Salem. 

Newtown. 



New Washington. 

New Waverly. 

New Winchester. 

North Madison. 

Oaklandon. 

Oaktown. 

Oolitic. 

Owensburg. 

Paragon. 

Patriot. 

Pimento. 

Pleasantville. 

Prairie Creek. 

Providence. 

Raleigh. 

Richland Center (Lake 

P. O.). 
Rich Square (Lewisville 

P. O.). 
*Rock Creek. 
*Rome. 
Rosedale. 
St. Paul. 
Saratoga. 
Scipio. 
Sidney. 
Somerset. 
Spencerville. 
Springport. 
Springville. 
*Spurgeon. 
Straughn. 
Stone Bluff. 
Switz City. 
Talma. 
Tangier. 



*Certificate to expire June 30, 1911, 



86 



*Tennyson. 
Tunnelton. 
Union Tp. (Franklin 

P. O.). 
Vallonia. 
Vernon. 
Wadena. 
Wallace. 

Washington Center. 
Wawaka. 
Webster. 



Westland. 

West Middletown. 

West Point. 

Westport 

West Tp. 

* Whitewater. 

*Williams. 

*Winslow. 

*Wolf Lake. 

Yorktown. 



"Certificate to expire June 30, 1911. 



87 



ACCREDITED HIGH SCHOOLS. 



Beaver Dam 

Center Tp (Rush Co.). 

Clifford. 

Dyer. 

Elizabethtown. 

Emison. 

Flint. 

Francesville. 

Freetown. 

Graysville. 

Green Tp. (Randolph Co.) 

Hanna. 

Hardinsburg. 

Harrison. 

Haubstadt. 

Jamestown. 

Kent. 

Kingsbury. 

La Crosse. 

Leo. 

Lincoln. 

Maple Grove. 

Mecca. 

Merrillville. 

Milan Center. 

Millersburg. 

Moorefield. 



Mt. Olympus. 

♦Monterey. 

Mooney. 

New Haven. 

New Lebanon. 

New Paris. 

Newpoint. 

Petersville. 

Pleasantville. 

Pulaski. 

Reynolds. 

Rock Creek Tp. 

Ross. 

Ryker's Ridge. 

Sacred Heart Academy 

(Benton Co.). 
Saltillo. 
Scott. 
Shelby. 
Taylorsville. 
Theological Institute. 

(Grant Co.). 
*Trinity Springs. 
Troy. 

Waterford. 
Whitestown. 



♦Expired June 30, 1911, 



88 



PRIVATE SCHOOLS. 

(Commissioned High School Standing.) 

Academy of Immaculate Conception Oldenburg 

Bloomingdale Academy Bloomingdale 

Central College — Academy Huntington 

Central Normal College — Academic Department — 

Danville 

DePauw Academy Greencastle 

Fairmount Academy Fairmount 

Goshen Academy Goshen 

Hanover Academy Hanover 

Ind. Central University — Academy.University Heights 

Manchester Academy North Manchester 

Moore's Hill Academy Moore's Hill 

Plainfield Academy Plainfield 

Rochester Normal Rochester 

St. Augustine Academy Ft. Wayne 

St. Catherine's Academy Ft. Wayne 

St. Joseph's Academy Tipton 

St. Mary's Academy St. Mary's 

St. Rose Academy Vincennes 

Spiceland Academy Spiceland 

Taylor University Upland 

Vincennes Academy Vincennes 

Union High Academy Westfield 

Winona Academy Winona Lake 

(Certified High School Standing.) 
Colburn Academv Mulberry 



Ill iS,^..,^,:., ^^ CONGRESS 



P 019 762 276 3 



